Generative Artificial Intelligence in Education: Ethical Implications and Cognitive Risks

Abstract

Generative Artificial Intelligence (GAI) holds vast transformative potential, but its implementation raises significant ethical and cognitive questions, especially in distance education. Although Natural Language Processing (NLP) tools facilitate the creation of seemingly original work, they also lead to minimal cognitive effort from students, which limits meaningful learning. This situation is exacerbated by the reduced interaction between teachers and students in remote settings, making it difficult to detect algorithm generated content. The challenge goes beyond academic honesty; it poses a significant risk to the cognitive development of future professionals. Students could become accustomed to consuming and producing texts, and solving problems, through the use of GAI. Despite their linguistic sophistication, these tools lack of reasoning and consciousness that characterize human beings, which are essential elements for academic production and the generation of authentic knowledge.
To inquire about this topic, the hypothesis is proposed that: NLP algorithms, by fostering the systematic delegation of intellectual activities to automated systems, inhibit the development of creative and critical thinking in students. This transfer of cognitive responsibility would negatively impact learning processes, distorting the educational essence and generating potential detrimental effects on learners. The social implications could be severe, by blocking proper integration and performance in the workplace of the students.
Given this scenario, it seems necessary to address the question of how GAI can be ethically integrated into the educational sphere without compromising the foundations of learning and cognitive development. A preliminary analysis suggests the need to develop robust ethical frameworks to guide technological integration in educational contexts. The goal is to balance innovation with the preservation of fundamental learning values, leveraging GAI's potential while mitigating its adverse effects on the holistic training of new generations of professionals.