How is AI Changing What it Means to Learn? Pt. 2
A student perspective
Back in December, we asked students: How is AI changing what it means to learn?
This week’s collection of our winning essays gets at the essence of this question, exploring themes of language, expression, and communication, as well as the simultaneous expansion and erosion of learning communities AI’s accessibility has led to. These perspectives force us to reexamine what it is we truly value in learning—what it is we hope to preserve in our steps moving forward alongside AI in education.
Cut the Fugazi by Fien van den Hondel
Let’s face it - most students don’t have a writing voice. And why would they? Developing one takes time, repetition, and a lot of frustration. It takes trial and error, reading, absorbing the tones of great writers, and slowly making it your own. It takes misusing big words and then overcorrecting them. It takes swinging between something sounding overly casual and trying way too hard. Six years into using English full-time, I was still figuring out what I wanted to sound like. And my vocabulary still didn’t include words like “paradigm-shifting,” “problematize,” or “sheds light upon.”
And then, suddenly, with the press of a button, those words appeared in my essay. With AI, students instantly have access to the language of authority. To the phrases that signal intelligence, depth, refinement - without the years of practice that it usually takes to wield them naturally. And that, my reader, is a powerful feeling. It makes one think now my writing sounds like it should be taken seriously. Like it has weight. And when your language sounds like it carries weight, so do your ideas - at least, that’s how it feels. And let’s be honest - it makes it seem like we put in a lot more time than that hour of work we actually put in.
Essentially, the process of going from a mid-sounding idea to a shiny product has become free with genAI. So, what then becomes the value of such a product? In my opinion, nothing more than the underlying idea it conveys. If the only thing that distinguishes one essay from another is the underlying thought, then all that truly matters is the quality of that thought.
Art can thrive on its presentation - in art, form itself can carry meaning and value. But in education? The real value often lies in thinking, not how well you dress up your thinking in elegant prose. And AI chatbots turn out to be phenomenal thinking partners. If my professor gave me one hour to solve a problem, I would spend 55 minutes talking to an AI chatbot and 5 minutes writing the essay. What would I use those 55 minutes for? Sharing my ideas and letting AI help me challenge, test, explore, push, eliminate, sharpen, dissect, reframe, and scrutinize them. To stress-test weak logic, find gaps, and point out my biases before putting a word on paper. To refine my own thinking. Once you have an original thought, you should be able to write it down cleanly and quickly.
At my university, we have five-minute quizzes with a strict 600-character limit to summarize our understanding of the content for that class. So often, I hear students complain, “I don’t have enough space!” Well, if you rely on AI to generate your response, you definitely won’t have enough space. AI will pile on layers of context and make the simplest answers seem grand. Want to distill an idea? Don’t use AI. Want to refine an idea? By all means, use it. But once you have something worth saying - stick to it. Don’t let it get buried under layers of fluff. Because if there’s one thing we don’t need more of, it’s fluff.
So, why give students 2000 words? Give them 400 instead. Ban useless adjectives. Demand precision. Remove anything but the core idea. Yes, AI is great at improving ideas. But it’s even better at burying them under avalanches of sophisticated-sounding fugazi. Because now that AI can turn any idea into an eloquent essay, the most radical response might be to ask students to write less, not more.
AI Is Taking Over Learning, but Are We Actually Learning Anymore? by Paul Lieber
What if you could just ask a machine to teach you anything—physics, coding, even history—and get an instant response? AI has made that possible. With just a few prompts and questions, anyone can obtain a foundational baseline of knowledge about nearly anything. AI performs better in technical subjects, like physics or coding, but struggles in subjects like history or math because of common issues like hallucinations. Yet despite these problems, it has never been easier to learn something new with the help from AI.
But if learning is so easily obtainable and accessible for everyone, does it lose some of its meaning? Does relying on AI for a baseline understanding of a subject weaken one's depth of thinking and knowledge of that subject? While AI gives quick and structured responses, it can make learning feel almost transactional where it's more about receiving answers than about questioning, struggling, and actually understanding through the process.
AI isn’t just changing how people learn—it’s transforming how people seek help in collaborative spaces on the internet. Nowhere is this clearer and more apparent than in the world of coding. Before the launch of OpenAI’s ChatGPT 3.5 chatbot in 2022, most, if not all, programmers turned to popular online forums for coding like StackOverflow or r/programming to find solutions for their code. However, these weren’t just simple Q&A websites; they were actual communities where people shared their different perspectives, talked about solutions together, and simply had discussions with each other. But today, most coders avoid and forget these forums exist entirely. They turn to the popular AI tools like OpenAI's ChatGPT or Anthropic's Claude for easy solutions.
Obviously, coding with the help of these AI tools is surely convenient. But what’s lost in that process of copy-pasting code into chatbots? Those online forums didn’t just provide answers; they encouraged conversations, new ideas, and a better understanding of the topic. Now, as AI takes over, that shared learning environment is quickly disappearing. Learning is becoming a solo experience with just a computer rather than an exchange of discussions with people working together.
AI is completely changing what it means to learn. Whether it’s self-studying for a new subject, becoming AI-driven, or collaborative spaces being replaced, AI is reshaping the way we acquire knowledge and solutions to our problems. If AI continues to take on the role of a teacher and mentor, do we risk losing the struggle, the depth, and the actual process of learning itself?
As we undergo this huge transformation, we should simultaneously be thinking about what might get lost and how to save those human aspects of learning in an AI-driven world.
AI is Taking the ‘Type A’ Out of Achievement by Onyemauchechukwu Ijezie
For most of my life, I was told that the road to earning a doctorate was paved exclusively for Type A personalities: the hyper-focused, meticulous individuals who thrive on structure, organization, and singular dedication. I, however, didn’t fit that mold. I’ve often been described as a “jack of all trades,” a multitasker who juggles interests and ideas but doesn’t fit into the narrow framework of traditional academic environments. My difficulty focusing on rigid schedules and my tendency to think broadly rather than linearly were seen as obstacles to achieving a doctorate. But Artificial Intelligence (AI) is proving that success in higher education no longer belongs solely to the Type A archetype—it belongs to anyone willing to embrace new tools and adapt their strengths.
AI is, quite literally, taking the “Type A” out of achievement by redefining how learning and success are structured. AI has completely reshaped how I approach the challenges of higher education. Tools like Notion and Trello have helped me manage the overwhelming demands of clinical rotations, coursework, and professional projects in a way that feels intuitive. These platforms allow me to create workflows that adapt to my strengths, giving structure to what might otherwise feel chaotic. By enabling me to stay organized on my own terms, AI has turned what once seemed like a barrier into an opportunity to thrive.
In pharmacy school, precision in communication is critical. Writing clinical consults, patient education materials, and health data reports can feel daunting, especially when balancing multiple responsibilities. AI-powered tools like Grammarly and ChatGPT have been transformative in this area. They help me focus on the core message of my work while polishing the details, allowing me to meet the rigorous standards of my program and profession. Rather than replacing effort, AI enhances it, helping me present my best work while celebrating my unique style.
Perhaps most importantly, AI celebrates diversity in learning styles. Platforms like Miro have helped me visually map out connections between therapeutic guidelines and clinical decision-making, aligning with my creative, nonlinear way of thinking. They’ve empowered me to approach research creatively while staying productive, proving that the skills traditionally dismissed as distractions can lead to meaningful contributions. These tools validate that there is no one-size-fits-all path to success.
Through AI, I’ve discovered that success in higher education is no longer tied to being a Type A perfectionist. AI amplifies diverse strengths, enabling learners like me—who approach challenges differently—to thrive. It has shown that achieving a doctorate isn’t about conforming to a single mold but about finding tools that align with who you are. AI is reshaping what it means to achieve, and for students like me, it’s opening doors that once seemed firmly shut.
Tuning Out AI Noise: Local Foundations, Global Perspectives by Chinat Yu
At a recent hackathon, someone asked me, “So, what do you want to do with your life?”
Decision paralysis.
While I was a wide-eyed graduate, I knew full well that potential is a double edged sword - possibilities of brilliance - but possibilities without execution is useless. As I reflected on the crossroads I sat on, I realized that the myriad of opportunities my degree has paved for me led me to explore many paths, but with little time to create anything of consequence. Today, we are at a similar juncture with AI - we are witnessing a Cambrian explosion of use cases and applications, but without focus, AI can easily become “AI slop”—a jumble of distractions rather than a tool for genuine progress.
One strategy is to start locally. Just as I had started to plan my future by addressing issues closest to me, AI can help us uncover context clues in our surroundings to determine what and how we should learn. Whether by analyzing data on local food insecurity or building an app that connects students with seniors, AI can transform tangible community needs into actionable insights.
My own journey underscores this approach. I grew up in Hong Kong, where the rigorous, traditional education system instilled discipline and a deep appreciation for Chinese culture. In high school at Brighton College in the UK, I immersed myself in British culture—learning about the monarchy while absorbing the vibrant, graffiti-lined, seaside spirit of Brighton. Later, during my college and master’s years in the US at institutions like Johns Hopkins and now Stanford, I encountered a wide spectrum of experiences—from Baltimore’s stark social contrasts (symbolized by the black butterfly) to Silicon Valley’s dynamic entrepreneurial mindset. Each place left a unique imprint on me and shaped my understanding of education and community.
Some of my most impactful lessons came unexpectedly. Once, during an Uber ride, I spoke with an Afghan refugee who recounted how he went from running a car dealership in Afghanistan to becoming an underemployed Uber driver in the US. His story—delivered in just 20 minutes—taught me more about war, immigration, and resilience than any news article ever could. In another ride, a Brazilian driver used AI translation to share how he left a failed shoe business behind to pursue new opportunities in Silicon Valley. These authentic conversations, made possible by AI-driven translation, enriched my understanding of global challenges and the entrepreneurial spirit.
As AI democratizes knowledge and solves some of our most exigent issues, we are empowered to pursue a more humanistic type of education. Yet it isn’t enough to stay confined to our immediate surroundings. True understanding comes not only from examining our immediate surroundings but also from stepping out to experience diverse cultures. Traveling broadens our perspective, revealing the daily challenges and unique stories of different communities. The future of education won’t be confined to prestigious institutions or hidden in textbooks; it will be rooted in real life, adaptable to various environments, and driven by human empathy.
Imagine beginning your day as a learner with an AI tutor explaining how generative AI transforms text to images, spending the afternoon gathering stories from local residents under your teacher’s guidance, then brainstorming with peers to design graffiti for a virtual community art exhibit based on those conversations. In this future, teachers evolve into mentors who nurture emotional resilience and creative thinking—skills any AI course alone can’t provide.
Ultimately, we stand at a crossroads. AI can either drown us in noise—leading to shallow engagement—or unlock deeper human creativity and empathy. The difference lies in our intention. By focusing on purpose, staying rooted in community, and embracing global perspectives, we can move beyond decision paralysis and discover what we truly want to do with our lives.
Will you let AI take away your words? by Ana Soporean
I have always thought of words as my biggest strength. Words echo the entirety of my being. I use my words to express my care for the people I love. I play around with them when applying to essay competitions, sharing a contrasting thought in a class, and debating niche yet mind-boggling topics. I use my words to articulate my joy and take a step towards facing my biggest fears by saying them out loud. My words help me disguise myself as a different person in all the languages I speak. Similarly, I use my words to enrich my knowledge. When taking notes, I let myself ride my own train of thought while creating associations, jotting down keywords, and positioning scribbles across a plain body of paper.
Artificial intelligence (AI), however, has started significantly altering the long-standing learning process. AI now has the power to summarize tedious research articles, take detailed technical notes in work meetings, and rephrase paragraphs thought out by a learner’s complex mind. A learning process stripped of learner-specific words and language – and thus, a learner-specific thought process – is created.
What does this mean in practice? I find learning from AI-generated notes to be more challenging, especially as my brain tends to retain information for a shorter time – partly due to the lack of personal associations. Using my own notes is notably more effective when it comes to memorization, given that they contain several of my unique associations – colorful visualizations, complex diagrams, or even silly word puzzles – that my brain created throughout the note-taking process. For instance, if I had to memorize a lengthy list of qualities for a history test (such as the duties and powers of the U.S. Congress), I would create an acronym using the keywords and main ideas directly related to the topic. I might piece together a word that already exists in another language I speak or a word that reminds me of a fun family trip from a few years ago. Although AI would probably outperform me in the number of acronyms it can create, without knowing about my experiences, it will fail to truly optimize my notes. The acronym will mirror my human thought process, experiences, and prior knowledge, making memorization easier.
When I use AI to rephrase sentences, I am amazed by the countless variations it is able to generate. AI can suggest tens of fitting synonyms of an everyday adjective, tweak simple words in several different ways, and transform a three-word sentence into something profoundly expressive. In this way, AI has deepened my appreciation for the beauty of languages. To truly and, for our own sake, cleverly leverage the incredible power of AI, we must insist on holding onto our idiosyncratic thought processes. My words stem from my unique thought process, and how I express myself reflects my experiences. Learners must make good use of AI in ways that do not compromise individual associations. For instance, I use my own notes as input to generate flashcards and personalized tests using artificial intelligence. After learning from my own class notes, I write down everything I know about a topic and let AI pinpoint gaps in my knowledge. Instead of simply summarizing an academic paper with AI, I read it myself and utilize the power of artificial intelligence to make a list of tricky and thought-provoking questions to test my understanding. The difference between learning from AI-generated and individual notes is enormous, as AI-produced notes lack any kind of personal connection to the learner. We, as learners, must continue to stand by our unique way of learning to comprehend and memorize material better in the long run.
There is no doubt that artificial intelligence has started the process of revolutionizing learning in incredible ways. If used correctly, AI can be a fantastic tool for academic purposes, including memorization. Ultimately, it is up to us, learners, whether to use AI responsibly or allow it to disrupt the association-based learning process. Simply put – will we let AI take away our words?
From Passive Learning to Active Discovery by Lily Lee
As an engineering student, I found that one of the most effective ways to learn how something works is not by building things from scratch but by taking things apart. Throughout my time in college, I’ve deconstructed everything from electric fans to pencil sharpeners. By studying their components, tracing their mechanisms, and questioning their design, I gained a deeper understanding of how and why these inner workings function the way they do and then applied that knowledge to develop new ideas and inventions. This process of reverse engineering taught me to engage with the world more actively, strengthening my ability to analyze, question, and innovate while sharpening my critical thinking skills.
As we move into an AI-driven world, AI offers a powerful opportunity to apply reverse engineering across a wide variety of subjects. Instead of simply absorbing information from textbooks or lectures, AI can help students take apart ideas, dissect complex concepts, and challenge the reasoning behind them. Rather than passively reading textbooks or skimming the surface of a topic, students could ask questions like: Why does this work this way? How does it work that way? AI is now advanced enough to generate diagrams, videos, images, and even interactive simulations that break down complex ideas and make them accessible for anyone to understand.
In fact, while taking my chemistry and materials science classes, I’ve been able to use AI to explore far more elements and materials than what’s covered in my textbooks. As I tried to make connections from the classroom to the world around me, I would turn to AI tools like ChatGPT to better understand why everyday items are made of certain materials and what specific properties and chemical structures allow for those characteristics. Whenever I encountered advanced topics that weren’t covered in class, I would have AI simplify those concepts and draw diagrams to enhance my understanding. As a result, I’ve been able to take class projects to new levels, incorporating complex ideas I might not have encountered or fully grasped otherwise. Through this process of reverse engineering and deeper exploration, I’ve learned to look beyond the surface, break down intricate ideas, and explore without limits to better understand the hidden workings of the world.
Furthermore, reverse engineering isn’t just about asking "Why?" It’s also about asking "Why not?" While AI can provide quick answers, it often makes mistakes or “hallucinates” information. This creates an opportunity for students to challenge AI’s reasoning by asking follow-up questions like "Why isn’t the answer X instead?" or "Where did this reasoning break down?" By questioning AI’s logic, students sharpen their own. They can learn to think critically, recognize inconsistencies, and refine their understanding rather than passively consuming information.
Education shouldn’t be solely about memorizing information but also about learning how to question, analyze, and create. When used thoughtfully, AI can turn students from passive consumers into active investigators and creators of knowledge. By encouraging them to “look under the hood”, we can give them the tools not just to understand the world but to reshape it. Rather than focusing on the surface-level information that can simply be found in the lines of a textbook or a quick Google search, reverse engineering can encourage students to think critically and ask challenging questions to probe deeper. AI has the potential to transform education into a process of inquiry and discovery, where students are empowered to ask the “Whys” and “Why nots” as they actively engage with knowledge, exploring subjects in ways that foster deeper intellectual exploration.
From creative poetry to personal narratives, we were inspired by the myriad angles our writers took to understand and express the effects of AI on their own learning experiences. There is a special value we see in being able to translate experiences to ideas, and ideas to words. It is our hope with this platform to preserve the student voice, creating space for both reflections on, and projections of these authentic perspectives.