International Journal of Science, Engineering and TechnologyAuthors: Deepika Sikha
Abstract: The rapid integration of generative artificial intelligence into education is transforming how students learn, complete assignments, and engage with knowledge. While AI-assisted tools offer accessibility, efficiency, and personalized support, they have also introduced a growing behavioural phenomenon termed thinkbotting—the tendency of students to outsource cognitive effort, reasoning, reflection, and problem-solving to AI systems rather than engaging in independent thinking. This paper explores the educational implications of excessive AI dependency among school and university learners. Drawing from cognitive psychology, constructivist learning theory, educational sociology, and emerging classroom observations, the article examines how overreliance on AI-generated responses may weaken critical thinking, creativity, academic resilience, and intellectual autonomy. The paper argues that education systems risk producing technologically efficient but cognitively passive learners if reflective and inquiry-based learning practices are not preserved. The article further discusses the changing role of teachers, assessment systems, and ethical learning in AI-mediated classrooms. It concludes by advocating for balanced AI integration models that position artificial intelligence as a cognitive support tool rather than a substitute for human thought, curiosity, and intellectual struggle.
