5 December 2025

Relying on AI is a game of caution

by Noah Saphier

, Sofia Vorobei

, Arnav Maheshwari

, Charlotte Wejchert

, Klara Hammudeh

, Hesandi Ravisinghe

Lola Kadas

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‘Around 51% of students use generative AI in school on a weekly basis.’

Picture by: fauxels | Pexels

As of 2025, around 54%of students use AI (artificial intelligence) in school on a weekly basis.

While AI has its benefits, over-reliance can diminish analytical and critical thinking skills. It can reduce students’ creativity, which further increases their dependency on AI to generate their assignments for them. Studies showthat over-reliance can potentially reduce critical thinking skills by 75%.

It is also true that students use AI due to constant academic pressure. High expectations to do well make teens afraid of making mistakes or asking for help. This creates a cycle where students distance themselves from teachers and turn to AI, instead of having discussions on concerns, analyses and feedback.

While 28% of US teachers oppose AI in their classrooms, 60% report saving nearly six hours of work per week. This significantly changes the approach students have towards their own work.

Though some might argue that assessment using AI makes grading objective, many students prefer having a human response to our work, even if it makes that feedback slightly subjective. When teachers use AI, it motivates students to also use AI in their own work, thinking that if they are being assessed by a software programme then what’s the point of putting genuine work in?

Also, there are ethical considerations when teachers upload students’ work to softwares such as ChatGPT as it can breach their intellectual property.

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Regardless, it’s our observation that part of the discourse we hear around this topic is that although teachers may regard AI as a threat towards academic integrity, AI’s accessibility has the abilityto close educational gaps between individuals who come from underprivileged and wealthier backgrounds.

The averagetutoring price per hour for test preparation in the US is $45 to $100. Popular chabots built on large language models(LLMs) – such as Google’s Gemini, Microsoft’s Copilot, Meta Platforms’ Meta AI and OpenAI’s ChatGPT – have versions that are free to use, offering students, who may not be able to afford tutors, academic assistance anywhere they have access to the internet.

Private tutors can argue that in these circumstances AI’s role is not so much about completing assignments on behalf of students but rather guiding and mentoring their students toward independent learning and a more concrete understanding of concepts.

Similarly, if used correctly, AI can have a positive impact on the student’s academic journey, helping them in a manner that fits their school’s academic guidelines while staying away from plagiarism and issues regarding academic integrity.

A sentiment across the board

The fact is that AI is everywhere in schools around the world. Even though such a monumental change in education that has already begun may feel unsettling, LLMs are not going anywhere. Nevertheless, with AI being integrated into more classrooms, it is important not just to recognise its positive attributes, but also to understand its shortcomings that may hinder educational progress.

Once you use AI, it’s hard to believe you won’t keep coming back after seeing its attributes. Many opportunities become available. It is tempting. Some can’t stop using it to fulfill their assignments, figure out how to fix their computer or even to send an email. Not even Google was this efficient.

Temptation then meets addiction, meaning you wouldn’t be able to imagine your world without ChatGPT or another AI tool. That change could happen without you even noticing – according to Bournemouth University research, AI addiction is actually a thing.

Why is this bad? There’s something quietly corrosive about how AI is changing the way we think. In classrooms, curiosity is dying because the incentive to wonder has simply collapsed.

The question posed is quite simple: why wrestle with a question when a tool can give you a straightforward, highly accurate answer in seconds?

For centuries, education has worked by forcing you to sit with ideas, test your instincts and trust your own judgement. But today, students often trust AI more than themselves – not out of laziness, but because they’ve stopped practicing the slow, uncomfortable work of thinking independently.

An MIT-based study recently tracked how students wrote with and without AI. The group using AI showed noticeably lower cognitive engagement and remembered far less of what they had written.

AI can be a powerful resource, but if we’re not careful, it risks eroding the same intellectual curiosity that education is meant to protect.

AI doesn’t just change how we study; it’s changing how we interact on a daily basis. With so many tasks now handled by it, students are spending less time collaborating or hanging out in their free time. Over time, this will impact our social skills negatively, especially those of younger and future generations, who were and will be introduced to AI at a very young age.

Even when working on group projects, students may lean on AI to coordinate tasks, rather than talking it through together. While AI can definitely make tasks a lot easier, it risks creating a generation of people who are efficient at using technology but unable to properly interact. We think the latter should be a priority.

Why it should matter to you

Our generation is uniquely placed because AI was introduced to us at a point in our lives where we had experienced school without it. We had school without AI; now we have school with AI. Even though it has been around for a while now, many schools and institutions still don’t have clear ethical guidelines on the use of AI.

More importantly, we were not taught the ethics of using AI. Even if we overlook AI’s negative environmental effects or its impact on brain development, and strictly focus on it use in school settings, there are still countless questions to deal with.

Many of us would probably agree that using AI to write a full assignment is wrong or dishonest, but where do we draw the line? For example, using AI to proofread or give feedback on an essay that you wrote yourself. Or using an AI-powered search engine to gather sources or teach you things. Are those considered unethical?

Ethics and moral justness are already very complicated, but especially so in a relatively new industry that’s growing at a very quick pace.

Written by:

Noah Saphier

Editor-in-Chief 2025

New Jersey, United States of America

Born in 2007 in New Jersey, Noah Aaron Brühl Saphier studies in Englewood New Jersey, United States of America. He is interested in journalism, economics, science, sports, and history.

Noah joined Harbingers’ Magazine in the summer of 2023. A few months later, he became a writer covering economics, business, and politics. After almost two years of dedication and hard work, he was promoted to Editor-in-chief of the magazine. In March 2025, he took the helm from Jefferson He, who stepped down after completing his one-year term.

In his free time, Noah plays tennis and the violin, learns about exploration in the ocean and space, and travels.

Noah speaks English, Spanish, and German.

Sofia Vorobei

Culture Section Editor 2026

Vergel, Spain

I’m Sofia Vorobei, with a passion for quality cinema. It all started when I was around eight. While watching one of those Nickelodeon sitcoms, I couldn’t stop thinking about how fun it must be for the actors and how I wished I could be part of something like that. Ever since then, I’ve wanted my life to have something to do with it. I’ve wanted to act, create, write, direct…

In middle school, however, my perception of that changed. I wasn’t eight anymore, and I understood that this path is an uphill battle. It’s demanding, messy, and a bit like a lottery: you either get very lucky and win, or you don’t.

Still, that realisation didn’t push me away from my dream; it was simply a reality check. I began to understand that passion alone isn’t enough — it takes hard work and making the most of every resource available, while continuing to improve without rushing the process. The industry may be unpredictable, but I believe that if you truly put everything into something, it has a way of standing out.

I was born in 2009 in Kyiv, Ukraine, and moved to Vergel, Spain, near Valencia, in 2020.

I joined Harbingers’ Magazine in the summer of 2023 and have since written about the intersections of culture, creativity and society. My work with the magazine led to my appointment as Culture Section Editor in March 2025.

I also serve as Afghanistan Newsroom Editor, roles I continue to hold in 2026, helping shape the magazine’s cultural coverage and coordinate reporting within the newsroom.

I speak Ukrainian, Spanish, English and Russian.

Arnav Maheshwari

Editor-in-Chief 2026

Georgia, United States

Arnav Maheshwari joined Harbingers’ Magazine in October 2024 after winning The Harbinger Prize 2024 in the Economics category, earning a place on the Essential Journalism Course. Writing on the global economy, entrepreneurship and macroeconomics, he quickly established himself as a thoughtful and dedicated contributor.

His work led to his appointment as Economics Section Editor in March 2025. After a successful year in the role, and in recognition of his steady development and engagement with the magazine, Arnav became Editor-in-Chief in 2026, sharing the position with Lola Kadas.

Together they will form the magazine’s first joint Editors-in-Chief, reflecting the expanding scope and ambitions of Harbingers’. Alongside his editorial leadership, Arnav will also develop Harbingers’ Lite, a self-teaching platform designed to support aspiring young journalists.

Born in 2009 and based in Atlanta, Georgia, Arnav is deeply interested in economics, global development and financial systems, and plans to study economics at university. He speaks English and Hindi and is currently learning Spanish.

Outside the magazine, he works on projects related to economic education, research and innovation, with a strong interest in start-up leadership and building initiatives with real-world impact. He has also gained international recognition by captaining his team to second place at the Economics World Cup, one of the world’s most competitive economics competitions.

Charlotte Wejchert

Society Section Editor 2026

Warsaw, Poland

Charlotte Wejchert, born in 2008, joined Harbingers’ Magazine in August 2024 as a contributor.

She took part in a reporting trip to Yerevan, Armenia, covering the refugee crisis following the Nagorno-Karabakh war and collaborating with students from the Harbingers’ Armenian Newsroom. The trip resulted in several thought-provoking articles and marked the beginning of her regular work with the magazine.

In the autumn of 2024, after completing the writing course, Charlotte became a staff writer focusing on social affairs, human rights, politics and culture. Her strong writing and dedication led to her appointment as Human Rights Section Editor in March 2025.

After a successful year in that role, and driven by her growing interest in the impact of AI on society, including its ethical implications and its influence on education, politics and public life, Charlotte stepped into the role of Society Section Editor for 2026.

In addition to her editorial responsibilities, she will lead an open-call project exploring the ethical consequences of AI and will serve as Armenian Newsroom Editor.

Charlotte attends high school in Warsaw, Poland, where she studies humanities and plans to continue in this field in her higher education.

She also works with the Sourcery podcast, which focuses on open conversations with leading changemakers in finance and technology. Charlotte speaks Polish, English, French and Italian.

Klara Hammudeh

Politics Section Editor 2026

Film & Book Club Editor and Global Newsrooms Manager

Warsaw, Poland

Klara Hammudeh, born in 2008 in Warsaw, Poland, joined Harbingers’ Magazine in March 2024, writing on international affairs, crime and music.

Since joining the magazine, she has published numerous articles on politics and culture. In 2024, she reported on the US presidential elections on the ground, and in February 2025 covered the Middle East crisis from Amman, Jordan. Her strong writing and editorial work led to her appointment as Politics Section Editor in March 2025, while also serving as Poland’s 2025 Presidential Election Newsroom Editor. During her time in this role, she also reported on the ground on Zohran Mamdani’s appointment as Mayor of New York.

In 2026, Klara continues as Politics Section Editor and also takes on the roles of Film & Book Club Editor and Global Newsrooms Manager, helping coordinate Harbingers’ international reporting initiatives.

Klara attends high school in Warsaw, Poland. She plans to study psychology, international politics or criminology, preferably in the United States.

In her free time, she enjoys reading, dancing, listening to music and exploring pop culture — particularly how Broadway and the West End adapt classic Disney stories into musicals.

Hesandi Ravisinghe

Science Section Editor 2026

Galle, Sri Lanka

Hesandi Ravisinghe, born in 2009 in Galle, Sri Lanka, joined Harbingers’ Magazine as a contributor to the Sri Lankan Newsroom in January 2024. After completing the writing course, she became a regular writer, focusing on wildlife and science.

Her strong interest in nature and consistent work with the magazine led to her appointment as Science Section Editor in March 2025, a role she continues to hold in 2026. She also serves as Editor of the Nepali Newsroom.

Hesandi has a deep interest in art, nature and wildlife, particularly elephants, leopards and birds.

In her free time, she enjoys painting and travelling.

Hesandi speaks English and Sinhala and is currently learning Indonesian.

Lola Kadas

Editor-in-Chief 2026

Budapest, Hungary

Lola Kadas joined Harbingers’ Magazine in the summer of 2024 as a contributor during the Oxford pop-up newsroom. After completing the newsroom and writing course, she became a staff writer later that autumn, covering society and public affairs.

Her strong writing and dedication to the magazine led to her appointment as Society Section Editor in 2025. During this time, she also reported from Bali, Indonesia, where she worked on a special project exploring the local mental health landscape and produced a series of thought-provoking articles.

Following a successful year in that role, and in recognition of her steady development and commitment, Lola stepped into the role of Editor-in-Chief in 2026, sharing the position with Arnav Maheshwari.

This will mark the first time the magazine is led by joint Editors-in-Chief, reflecting the growing scope and ambition of the publication. In her new role, Lola will also introduce a fact-checking system to further strengthen the magazine’s editorial standards.

Born in 2009, Lola has lived in both Budapest, Hungary, and California, United States. She is interested in music, pop culture, politics and mental health. She speaks English, Hungarian, French and Spanish.

In her free time, she enjoys going to concerts and creating studio art, and is a fan of Taylor Swift’s music.

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