Artificial intelligence (AI) for schoolwork

Pro 1: AI offers an equitable tutor and learning aid.

Duke University student Anjali Tatini says that she uses AI chatbot Gemini to study complex biology concepts, to create chemistry practice problems, to brainstorm ideas, and to generate lines of code. She notes that the chatbot was especially helpful for after-hours help because her busy schedule doesn’t always accommodate professors’ office hours: “So it’s nice to have something that’s on my own time, able to respond to me the same way that maybe a person would.” [5]

Educators—or even parents—are not available all day, every day for students to ask for help from a person, and some students have anxiety about talking to educators.

AI, on the other hand, is always available.

A 2025 study of Harvard undergraduate physics students found that “students learn significantly more in less time when using the AI tutor, compared with the in-class active learning.” The AI tutor being used was specifically built for the course and, according to the study’s authors, this “suggests that thoughtful implementation of AI-based tutoring could lead to … enhanced learning gains for a broad range of subjects in a format that is accessible in any environment with an internet connection.” [6]

With AI, students can learn introductory material before class at their own pace, allowing diverse groups of students to come to class on more equal footing so class time can be devoted to building on that knowledge base. [6]

Using AI can complement in-class instruction the same way a human tutor can.

Pro 2: AI accommodates and empowers students with disabilities.

When a ProCon editor asked Google’s AI model Gemini for arguments in favor of student use of AI for schoolwork, the bot returned that AI “accommodates diverse learning needs,” explaining:

For students with learning disabilities, neurodivergence, or those learning English as a second language, AI can be life-changing. It can instantly translate text, proofread writing for structure without judging, or convert dense textbook chapters into bulleted summaries. This reduces frustration and helps students focus on understanding the core concepts rather than getting stuck on mechanical hurdles. [7]

University of Maryland graduate student Muhammad Fusenig is an excellent example of the above. Fusenig suffered hemiplegic migraines and temporarily lost the ability to read, write, and understand language. To help with his recovery, he not only used AI but built an assistive writing program to aid himself and others. He says that although “there’s a lot of moralizing” about AI use, “We don’t really know why somebody’s using it in school or out of school.” To him, “AI seems like a very equalizing force.” [8]

For students with dyslexia, executive functioning challenges, ADHD, and a host of other disabilities, AI can offer one-on-one help with reading, vocabulary, planning, and organizing. [9]

The Learning Disabilities Resources Foundation, Inc. explains:

The transformative impact of AI in the lives of neurodivergent individuals cannot be overstated. By embracing this technology, we open doors to enhanced abilities, increased independence, and a greater sense of empowerment within the mental health community. [9]

Pro 3: AI use in school teaches the responsible use of AI.

"We encourage [students] to use [AI] because we know they’re going to use it, but to use it in a responsible way," says Leslie Clement, a professor at Johnson C. Smith University. She notes that she “want[s] students not only to use the tools for good but also to interrogate them.” [5]

AI adoption does not have to mean cognitive surrender (also called cognitive dependency and cognitive offloading), which is when AI is used without critical thinking. As teacher Beth Cure explains, her students can ask questions: “When is [AI providing] something that’s furthering my understanding, or when am I not thinking at all, [when am I] requiring something else to think for me?” But, students need to be taught to ask these questions and how to make the distinction between using AI as a tool and offloading thought to AI. [10]

University of North Carolina student Hannah Elder explains that if educators “incorporate [AI] in a responsible way through academics,” then she could understand “here’s the reality of this, and here’s how I can use it well, and here’s how it can help me.” [5]

Furthermore, the world at large uses AI and students should be prepared for smart, ethical use now and in the future. Jeff Strohl, director of Georgetown University’s Center on Education and the Workforce, says, “If my suspicion is correct, AI literacy—the judgment to determine when and how to use AI tools effectively—may be the critical skill graduates will need to succeed in the emerging labor market.” [11]

Students will not be able to (or want to) entirely avoid AI now or in the future. And educators are best positioned to teach students how, why, and when to use AI tools responsibly.

Pro 4: AI is already being used by students and educators alike.

While generative AI like ChatGPT is in the spotlight, what many don’t consider is that AI is already everywhere. Spelling and grammar checkers, citation tools, search engines, email programs, and library databases use AI. Plagiarism checkers, curriculum planners, and attendance tools for educators use AI.

Pandora’s box is already wide open and there is no closing it now. A better approach is to create a framework to guide students so they know when AI use is appropriate and allowed.

Jason Coley, director of the Center for Academic Innovation at Maria College in Albany, New York, says the question to ask is “what kinds of AI use are supervised, age appropriate, transparent, and tied to real learning." Schools need AI use guidelines, but students should also be allowed to “experiment responsibly.” [12]

Educator Trevor Muir summarizes:

Artificial intelligence is powerful, it’s useful, and it’s not going anywhere. In fact, it is going to continue to grow in its prominence and presence in everyday life. However, AI, like every other educational technology, is a tool rather than a replacement for human creativity, critical thinking, and the connections that teachers foster in their classrooms. Students will always require educators, but they do need ones who are adaptable. [13]