Exploring the Harmful Impacts of AI Technology on Afghan Students

Bibi Fatima Basir

Abstract:
Recent advancements in AI technology have introduced a range of tools designed to enhance efficiency and productivity among students. However, this paper explores the unintended consequences of these technological developments on Afghan students. It investigates how AI tools such as Grammarly, Quillbot, and ChatGPT might affect decision-making, critical thinking, and social interactions, potentially undermining independent thought and reducing engagement with academic content. Additionally, the study examines the potential for AI to replace face-to-face interactions, leading to emotional disconnection and weakened public speaking skills. Based on a comprehensive survey of over a hundred Afghan students, the research highlights the adverse effects of AI on academic performance and intellectual growth. While AI tools offer convenience and efficiency, they present significant challenges to students’ personal and educational development. This paper aims to raise awareness about these detrimental effects and calls for further research to address these critical issues.
Keywords: AI technology, negative impact, Afghan students, decision-making, critical thinking, social interactions, academic performance, intellectual development, awareness.

Methodology
To investigate the impact of AI technology on Afghan students, a comprehensive survey was conducted involving over 100 participants from various educational institutions in Afghanistan. The study aimed to gather students’ perspectives on the effects of AI tools on their academic performance and cognitive skills. Participants were asked about their use of AI tools, their perceived benefits and drawbacks, and how the influenced their learning experiences. Besides, seven students were interviewed regarding this topic to share their thoughts and experiences while using AI technology in their daily tasks. The data collected from this survey were analyzed to identify common themes and concerns related to the impact of AI technology on students’ academic abilities and intellectual development.

Introduction:

The rapid development and integration of artificial intelligence (AI) technology into daily life have introduced opportunities and challenges, particularly for students. ChatGPT, Grammarly, QuillBot, and AI detection systems have become staples in students’ academic routines. These technologies are employed for various purposes, including drafting essays, correcting grammatical errors, and paraphrasing texts. While AI tools offer significant advantages, their proliferation has also raised concerns about their potential negative impacts on students’ academic performance and cognitive development.
A critical question arises: What are AI technology’s specific harmful consequences of on Afghan students? This question explores how the pervasive use of AI tools might affect the academic abilities and overall intellectual development of students in Afghanistan. There are growing concerns that reliance on AI for writing and editing tasks could contribute to a decline in students’ critical thinking and creativity. For instance, over-reliance on AI-generated content may reduce original thought and problem-solving skills, as students may increasingly depend on these tools to complete their assignments without engaging deeply with the material.
Various studies support the nation that AI might make students lazier. Research indicates that frequent use of AI tools for academic tasks, such as writing and grammar correction, might hinder students’ critical thinking and independent learning engagement. Numerous experts echo this concern, arguing that while AI tools can assist in learning, they may also inadvertently discourage students from developing essential skills by providing easy shortcuts for complex tasks.
Moreover, the impact of AI technology extends beyond just academic performance. Many experts worry that AI could diminish students’ ability to think critically and autonomously. This is because AI tools, by providing ready-made solutions and corrections, might lead to a passive learning experience rather than an active and engaged one. As a result, students could suffer from decreased cognitive abilities, including reduced creativity and problem-solving skills, which are crucial for personal and professional development.

The Harmful Impact of AI Technology on Critical Thinking of Afghan Students’
The rapid advancement of artificial intelligence (AI) technology has significantly influenced various aspects of students’ academic lives. Among the most concerning impacts is AI’s effect on critical thinking skills. AI tools, such as ChatGPT, Grammarly, and QuillBot, offer convenient solutions for writing, editing, and problem-solving. Still their extensive use raises important questions about their influence on students’ ability to think independently and critically.
Critical thinking is a crucial cognitive skill that enables students to analyze information from multiple perspectives, solve problems creatively, and make informed decisions. However, the increasing reliance on AI technology in academic settings might undermine these essential skills. When students depend heavily on AI for tasks such as essay writing, grammar correction, or idea generation, they may lose the ability to engage deeply with the material and develop their thought processes.
Zulikha Maryam Abawai, a student from the American University of Afghanistan, shared her concerns about the overreliance on AI technology. In an interview, she stated, “As humans, everybody should depend on their ability and ideas because relying on AI technology is dangerous and may reduce their ability in future life”. This perspective underscores the potential risk excessive dependence on AI can pose to students’ critical thinking abilities. Those students who rely heavily on AI tools may experience a decrease in their ability to think critically and independently, potentially affecting their future intellectual and professional development.
Adeeba Bareen, another Afghan student, expressed similar concerns in her interview. She noted, “As our brains absorb more information, automated filters sometimes miss the deeper understanding humans have, and it will make us more like AI than human beings.” This statement highlights the concern that automated systems might simplify complex information without the nuanced understanding that human cognition provides. Consequently, students might need to become more adept at thinking critically and creatively.
Additionally, the reliance on AI can affect students’ confidence in their ideas. Zulikha Abawai observed that some students, like her friend at university, use ChatGPT excessively because they fear their ideas might not be perfect. She explained, “One of my friends at university always uses ChatGPT instead of relying on her mind because she is scared of not being able to create a perfect idea on her own.” This fear of inadequacy can further erode students’ confidence and willingness to engage in independent thinking.
Ross J. R., an expert in educational technology from the International Society for Technology in Education (ISTE), also warned about the dangers of relying on AI. He stated, “Relying on AI can be dangerous because it can undermine human critical thinking.” This sentiment aligns with the broader concern that excessive dependence on technology might hinder students’ critical thinking and problem-solving skills development.
In academic settings, instructors often emphasize the importance of using one’s cognitive abilities rather than relying on machines for calculations or problem-solving. The use of AI tools in education, such as Grammarly and QuillBot, raises concerns among educators and students alike. Critics argue that these tools encourage reliance on easy solutions and pre-set answers, potentially stunting the development of critical thinking skills.
To better understand these concerns, a recent survey of Afghan students was conducted. The survey aimed to explore students’ perceptions of AI technology’s impact on their critical thinking and academic performance. Data from the survey indicated a significant concern among students about the negative effects of AI on their ability to think critically and independently.
By examining these perspectives, it becomes clear that while AI technology offers numerous benefits, it is crucial to address its potential drawbacks, particularly regarding critical thinking skills. Ensuring that students use AI tools judiciously and continue to engage in independent and analytical thinking is essential for their academic and personal development.

The Harmful Impact of AI Technology on Decision-Making of Afghan Students’
Another key impact of AI technology on Afghan students is its influence on decision-making. Our survey reveals that 34.8% of Afghan students perceive AI as hurting their decision-making skills. This finding underscores a growing concern that while AI tools can streamline tasks and provide quick solutions, they may also diminish students’ ability to think critically and make independent decisions.
AI technology, by its nature, needs to possess the human capacity to understand and evaluate real-life situations. Instead, it operates based on pre-programmed algorithms and patterns identified from vast data. This limitation means that AI cannot fully grasp the nuances of human decision-making, influenced by personal experiences, emotions, and ethical considerations. Ahmad et al. (2023) argues that while AI can offer benefits, overreliance on such technology can gradually erode cognitive abilities, as it does not replicate the complex, contextual understanding that humans use when making decisions.
Furthermore, AI tools often provide answers that modify existing content, diverting students from developing ideas and expressing their unique opinions. Fazil et al. (2024) emphasize that decisions influenced by AI can affect how students think and act in both personal and professional aspects of their lives. When students rely heavily on AI generate ideas or solve problems, they may need to be more capable of forming original thoughts or making informed decisions independently.
While some students believe that AI technology simplifies their academic tasks, such as writing assignments, this convenience can come at a cost. Samira, a student from Kabul University, highlighted that “reliance on AI might erode students’ confidence in their abilities and independence in challenging situations”. This reliance can reduce personal authenticity in their work, as AI tools often produce content that is a blend of existing ideas rather than new, independent thought.
The survey results and student testimonials suggest that while AI can make academic tasks more manageable, it also poses risks to students’ decision-making skills. For example, some Afghan students who use AI tools like ChatGPT to write essays may need help with comprehension when these tools use complex language or concepts, they need help understanding. This can lead to difficulties in applying AI-generated content effectively in their work.

The Harmful Impact of AI Technology on Social Interactions of Afghan Students’
According to the survey, the third most significant harmful impact of AI technology on Afghan students is its effect on social interaction. It is essential to clarify that while AI technology does not directly impact social interaction, its use influences how students engage socially. When students increasingly use AI technology, they tend to spend less time interacting with others in person and may become less adept at public speaking. Additionally, while AI can enhance productivity by helping students’ complete tasks more efficiently, it also presents certain risks. For example, AI’s influence can alter how students communicate, both in writing and speech, which can be concerning for some individuals. Sakina, a student at Kabul University, observed, “AI-generated responses have changed how people show their feelings when they talk to each other.”
Moreover, AI technology can make it challenging for students to engage with various topics and people in their immediate environment. Increased reliance on technology for communication may lead to more incredible shyness and nervousness in face-to-face interactions. This reliance can undermine students’ confidence in engaging directly with others. Dr. Elizabeth, an American University of Afghanistan instructor, explained that “AI technology reduces how much people talk in person and can make it difficult for them to navigate complex situations.” She highlighted that students who depend heavily on AI for communication or information miss valuable opportunities to practice direct interaction. Additionally, understanding and dealing with complex, real-life situations often requires empathy and a nuanced understanding of qualities that AI may only partially replicate.
Before the COVID-19 pandemic, traditional classrooms were essential for fostering deep interpersonal relationships among students. However, the pandemic led to a significant shift toward increased technology use. Students began spending more time on computers and less time engaging in face-to-face interactions. This shift in behavior may have contributed to a decline in student motivation and independence, as they became accustomed to completing tasks digitally rather than through in-person collaboration. Survey findings indicate that a minority of students precisely 14.3% may experience difficulties in social interactions due to the extensive use of AI technology. This suggests that prolonged dependence on AI tools could affect students’ ability to engage socially and highlights concerns about the broader implications of technology on interpersonal skills.

Conclusion:
This research paper highlights the detrimental impacts of AI technology on Afghan students, particularly affecting their decision-making, critical thinking, and social interactions. While tools like Grammarly, Quillbot, and ChatGPT offer convenience and efficiency, their extensive use challenges students’ academic performance and intellectual growth. This underscores the need to understand the consequences of over-reliance on AI and its implications for students’ autonomy in decision-making.
Firstly, AI technology undermines decision-making abilities and erodes self-confidence in making independent choices. Dependence on AI tools can reduce opportunities for students to engage deeply with academic tasks and develop their analytical approaches. Secondly, AI impairs critical thinking by limiting engagement with course materials and stifling the development of original ideas, which are crucial for long-term skill development. Additionally, AI technology diminishes opportunities for social interaction and hampers face-to-face communication and public speaking. Often facilitated by AI tools, virtual communication platforms need more emotional engagement and interpersonal dynamics essential for students’ social development.
Given these issues, further research is needed to raise awareness about the adverse effects of AI technology on Afghan students. Understanding how AI integrates into educational environments and impacts learning processes can help guide educators and policymakers in adopting a balanced approach to AI that supports holistic development. The survey, which involved over 100 participants, revealed widespread concerns about AI’s negative impact on academic performance. Afghan students must to understand these consequences to navigate their educational experiences better. This research aims to show that the issues faced by Afghan students are part of a broader global trend, highlighting the need for more in-depth research to quantify and elucidate AI’s specific impacts on students.

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Bibi Fatima Basir

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