Generative AI is rapidly becoming part of students’ everyday learning, but what does this mean for their academic achievement?

In a new article for The Conversation, TLC Lab Director Professor Adam Dubé examines data from the Programme for International Student Assessment (PISA) to explore how Canadian students are using AI and how different uses relate to their science achievement.

The findings raise important questions about whether AI is supporting students’ learning or allowing them to bypass the thinking and effort necessary to develop knowledge and skills.

The article highlights the need for educators, policymakers, and technology developers to consider not simply whether students use AI, but how they use it and what that means for learning.