Researchers reviewed nearly 200 studies on the effects of artificial intelligence (AI) on children and young people's learning and cognitive abilities. The analysis, which included 173 international studies focusing on generative AI in educational settings, revealed a lack of understanding regarding the impact of AI on younger students.
The study, led by Hilde Storrøsæter, a PhD research fellow at NTNU’s Department of Teacher Education, aimed to determine whether AI tools enhance or hinder critical thinking and problem-solving skills among students. Storrøsæter noted, "The most important finding is that AI in and of itself does not make us any better or worse at thinking. It’s easy to believe that the tools will either strengthen or weaken learning. We found a clear dual effect. The same technology can do both."
The findings indicate that AI can support important skills when used to encourage questioning, comparison of viewpoints, and independent reasoning. However, reliance on AI for quick answers may lead to superficial thinking and reduced independent problem-solving abilities.
A survey by the Norwegian Media Authority indicated a decline in Google search usage among 9 to 18-year-olds, dropping from 72% in 2024 to 47% in 2026. Additionally, 39% of Norwegian children aged 11 to 12 reported using AI tools. Traffic to ung.no, Norway’s online information platform for youth, decreased from 24 million visits in 2024 to 18 million in 2025, attributed to the shift towards AI for information retrieval.
The researchers analyzed studies published from 2022 to spring 2025, noting that the rapid advancement of AI technology has significant implications for education. They identified three major gaps in current research: a predominance of studies focused on university students, reliance on self-reported data, and a geographical skew in research locations, with limited studies from Africa, South America, and Central Asia.
Storrøsæter emphasized the need for teacher education to adapt to the integration of AI in classrooms. She stated, "Teacher education has a dual task. We have to educate teachers who can use and relate critically to AI themselves. At the same time, our education students should also be able to teach children and young people how to use AI."
The study concluded that for AI to be beneficial in educational settings, it must be used critically and thoughtfully, ensuring that it enhances rather than replaces critical thinking skills. Storrøsæter highlighted the importance of cultivating AI literacy among students, focusing on critical thinking, problem-solving, and source evaluation to navigate the evolving educational landscape influenced by AI.