learner agency

Students' essays supported a scaffold-don't-substitute principle, but not a causal harm estimate

Lucile Favero, Juan Antonio Pérez-Ortiz, Tanja Käser, Nuria Oliver

ACM AI Leadership Summit

Favero and colleagues organize educational AI risks across cognition, agency, emotional wellbeing, and ethics, then examine 49 International Baccalaureate essays. Eighty percent described reduced thinking through AI reliance, while students preferred tools that prompt recall and reflection rather than supply immediate solutions. The sample is exploratory and self-reported, so it motivates a design principle, not a prevalence or causal claim.