Gen Z Feels Pressured, Not Excited, About AI in Classrooms

A recent study published in the journal Science of Learning has revealed that many university students in China are using AI tools in their schoolwork not out of personal interest or enjoyment, but rather because they feel pressured and shamed into it.

The study found that fewer students were motivated to use AI due to intrinsic factors, such as a desire to learn and gain something from the technology. Instead, many students were driven by extrinsic motivations, like a fear of "losing face" around their peers if they were seen as lagging behind in AI adoption.

This pressure to keep up with the changing educational landscape, where more institutions are recognizing the uses of AI, is contributing to students prioritizing the use of these tools to avoid negative judgments from their classmates and significant others. As AI transforms the job market, the need to understand and use these technologies is also mounting for young people preparing to enter the workforce.

However, students who are primarily motivated by external factors may miss out on opportunities that their more intrinsically motivated peers can take advantage of. These intrinsically driven students are more likely to dig deeper into understanding how AI technologies function and explore their ethical implications, potentially leading to greater innovation in the field.

Educators have a significant role to play in shaping why students want to use AI, the study suggests. By exposing students to AI tools that can empower critical thinking, rather than just providing answers, instructors can help foster a more intrinsic motivation for learning and using these technologies.