Teens’ Thinking is Adapting to Artificial Intelligence (AI)—Can Public BC High Schools Keep Up?
Written by Reesha Sidhu
Many public high schools in British Columbia (BC) have restricted Artificial Intelligence (AI) use rather than explore its role in learning. Meanwhile, research already suggests that AI is influencing how teenagers think, learn, and process information. These mental processes include memory, problem-solving, and decision-making, which make understanding AI’s impact on learning critical (Li & Lee, 2025).
AI tools such as ChatGPT became widely accessible to students in late 2022. By 2023, student use increased but schools were still unprepared. Educators met a changing society with criticism and restrictions rather than adaptation (Mussi et al., 2024).
Schools often reference several reasons for restricting AI use. Some argue it encourages cheating, because students can use tools like ChatGPT to complete entire assignments (Barcenas et al., 2023; Mussi et al., 2024). Others worry about AI hallucination, where AI sounds real but is not always accurate. This may lead to confusion in students and disrupt memory formation (Gerlich, 2025; Li & Lee, 2025). A third concern is over-reliance on AI; teachers may feel that using AI can limit students’ critical thinking ability, restrict independent reasoning, or harm development of problem-solving skills (Gerlich, 2025; Wilson & Conyers, 2016; Xu, 2024).
Teenagers are still using AI—restrictions haven’t stopped it, only shifted how it’s used (Barcenas et al., 2023; Mussi et al., 2024). Adolescence is a critical time for brain development because teen brains are still growing and can easily adapt to new experiences (Wilson & Conyers, 2016). While schools debate policies, research shows that AI is already changing teenagers’ thought patterns, learning, and information processing, from memory and problem-solving to decision making and abstract thinking (Li & Lee, 2025; Wilson & Conyers, 2016; Xu, 2024). Teens are developing new beneficial skills for education through correct AI use, including:
1. AI changes how teens memorize through retrieval-based learning, active recall and application, and learning by examples (Gerlich, 2025; Li & Lee, 2025).
2. AI supports personalized learning by adjusting to the student’s needs and being more engaging and less overwhelming (Li & Lee, 2025; Xu, 2024).
3. AI teaches problem-solving skills through step-by-step problem solving, spotting patterns, and understanding complex ideas for teens who code with AI (Li & Lee, 2025; Barcenas et al., 2023).
As teenagers grow alongside AI, their brains develop in ways that will change how we define and understand learning and thinking in the 21st century (Li & Lee, 2025; Xu, 2024). High schools risk leaving students unprepared by resisting AI-integrated learning (Mussi et al., 2024; Xu, 2024). AI is already reshaping teen thinking and reasoning—enhancing memory, reasoning, and adaptability. The education system today will shape how future generations think and learn in an AI-enhanced world.
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References
Barcenas, P. S., Borondo, L., Alonso, R., & Benito, R. M. (2023). Understanding and using LLMs: Exploring AI literacy in high school students. arXiv. https://doi.org/10.48550/arXiv.2307.01540
Gerlich, M. (2025). AI tools in society: Impacts on cognitive offloading and the future of critical thinking. Societies, 15 (1), 6. http://doi.org/10.3390/soc15010006
Li, P.H., Lee., J.CK. (2025). AI, brain, and child: Navigating the intersection of artificial intelligence, neuroscience, and child development. AI Brain Child. 1, 3. http://doi.org/10.1007/s44436-025-00004-4
Mussi, L., Giordano, D., Gena, C., & Cena, F. (2024). Exploring LLM acceptance and prompting strategies in education: A pilot study in high school. arXiv. https://doi.org/10.48550/arXiv.2403.15601
Wilson, D., & Conyers, M. (2016, November 8). The teenage brain is wired to learn. Edutopia. https://www.edutopia.org/article/teenage-brain-is-wired-to-learn-donna-wilson-marcus- conyers
Xu, T., Tong, R., Liang, J., Fan, X., Li, H., & Wen, Q. (2024). Foundation models for education: promises and prospects. arXiv. https://doi.org/10.48550/arXiv.2405.10959
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The blog posts are for informational and educational purposes only. The posts should not be considered as any type of advice (medical, mental health, legal, and/or religious advice). All blog posts have been researched, written, and edited by the undergraduate students and alumni of the Lifespan Cognition Lab. As a teaching and research-based lab, we encourage all lab members to help make knowledge more accessible to all communities through these posts.
