Minister of Education Cheng Ying-yao (鄭英耀) said in an interview on Monday that Taiwanese students should learn how to use artificial intelligence (AI) responsibly and think independently, adding that education must place greater emphasis on problem solving, judgement and knowledge application, rather than simply acquiring information.
Two days later, student group EdYouth released its fifth curriculum observation report, a survey that aimed to understand students’ views on curriculum implementation for science and social science subjects. Nearly half of the survey’s respondents said they “did not understand” or were “very confused” about rules and ethics regarding the use of generative AI.
While that figure is jarring on its own, it is even more concerning when placed into context.
AI is already deeply embedded in the daily lives of Taiwanese children. According to a survey by the online educational material vendor Parenting.com.tw, about 92 percent of children aged six to 15 who regularly use technology also use AI. Another poll conducted by National Academy of Educational Research and Academia Sinica found that 69 percent of ninth-graders reported using the technology, most commonly for homework, creating images or videos and chatting.
Students are under considerable academic pressure — thus, from a young person’s perspective, the appeal of AI is obvious. It can be used for anything from answering simple questions, solving math problems and summarizing text to drafting multi-page essays within seconds. Any one of these features might seem like a lifesaver for a student juggling homework assignments, exam preparation and extracurricular activities.
However, a problem arises when occasional use of the technology evolves into daily use, and eventually overdependence.
If students grow accustomed to outsourcing complex and mundane tasks to AI, they risk losing the ability to perform those tasks themselves. And now that a new generation of children has been born into the AI era, some are beginning to rely on it before learning essential skills such as critical thinking, drawing inferences, conducting research, reflecting on information and articulating original arguments.
What is worse is that students can become dependent on the technology without first understanding its imperfections. AI can cite unreliable sources and produce blatantly false or unsupported information — known as hallucinations. It has even been known to cite other AI-generated content, creating a potentially endless cycle of misinformation.
Children who grow accustomed to treating answers provided by AI chatbots as undisputed fact could never develop the skepticism and media literacy necessary for identifying misinformation. This would be particularly detrimental in a democracy already targeted by foreign disinformation campaigns and election interference.
Even if AI were to be banned from schools altogether, there would be no way to prevent students from using it for non-academic purposes.
A survey found that 73 percent of girls in junior-high school had talked to AI chatbots when feeling depressed, nearly three times the proportion who said they would seek help from teachers. That is particularly concerning given documented cases overseas in which AI chatbots have been accused of encouraging suicidal behavior or reinforcing delusions among vulnerable users.
At the same time, AI is becoming increasingly crucial to Taiwan’s economy, and the government is seeking to develop a workforce capable of using the technology effectively. Given these realities, the only practical path forward is to teach students how to use AI safely, responsibly and intelligently, rather than attempting to keep them away from it.
EdYouth urged the government to standardize curricula surrounding AI and introduce courses that teach about the limitations of the technology into the national curriculum. Given the trajectory of AI use among Taiwanese, these steps are essential.
AI can undoubtedly be a valuable tool, but it should remain just that — a tool. It must not be allowed to become a substitute for learning or face-to-face interaction. Young people cannot make the most of this tool without first understanding where it falls short and recognizing the irreplaceable value of human thought and creativity.
Academic integrity is part of that. Students must understand not only what constitutes inappropriate use of AI, but why relying on a machine to produce work that is supposed to be a reflection of their own knowledge and ideas undermines the very purpose of education.
As AI continues to develop, it would undoubtedly play a greater role in the economy and everyday life, but there is still time to define what that role should be. That process can begin in the classroom.
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