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VOL. 12, ISSUE 11 (2025)
Generative AI: Is education at risk
Authors
Iderima, E Chris
Abstract
The emergence of Generative Artificial
Intelligence (AI) has introduced unprecedented transformations within global
education systems, challenging traditional pedagogical, ethical, and policy
frameworks. Generative AI—typified by technologies such as ChatGPT, Google
Gemini, and DALL·E—can autonomously generate text, images, and multimedia
content by leveraging vast datasets and deep learning algorithms. This
capability has redefined how knowledge is created, accessed, and distributed.
The paper explores the implications of generative AI on education,
interrogating both its transformative opportunities and its inherent risks. Generative
AI presents vast opportunities for personalized and adaptive learning,
intelligent tutoring systems, creative pedagogy, and data-informed
decision-making. It enhances teacher productivity, supports creativity,
improves accessibility for learners with disabilities, and expands lifelong
learning opportunities. However, these advantages coexist with significant
challenges, including threats to academic integrity, bias in AI-generated
outputs, data privacy violations, digital inequality, and overreliance on
technology that may erode critical and creative thinking. The study further
examines the implications of generative AI for educational policy, pedagogy,
and institutional practice, emphasizing the need for ethical guidelines,
digital literacy, and teacher capacity-building. It argues that the future of
education depends not on resisting AI but on adopting a human-centered and
ethically grounded approach that aligns technological innovation with
educational equity and integrity.
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Pages:91-99
How to cite this article:
Iderima, E Chris "Generative AI: Is education at risk". International Journal of Multidisciplinary Research and Development, Vol 12, Issue 11, 2025, Pages 91-99
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