IMPACT OF GENERATIVE AI ON STUDENT LEARNING AND CREATIVITY

Generative Artificial Intelligence is changing the way students learn, solve problems and develop ideas. It provides useful opportunities for personalized learning, immediate feedback, brainstorming, programming assistance, writing support and creative problem-solving. Studies conducted across different educational settings suggest that the use of GenAI may contribute to improvements in various dimensions of students’ learning.Meta-analytic evidence has reported positive effects on academic achievement, higher-order thinking, motivation and engagement, although the size of these effects varies according to educational context and instructional design [1,2,6,7].   At the same time, excessive dependence on AI may reduce opportunities for students to practice independent reasoning and creativity. Other concerns include inaccurate information, academic-integrity problems and privacy. Therefore, the educational value of GenAI should not be judged only by the quality of AI-assisted outputs. The development of students' own understanding, critical thinking, creativity and learning ownership is equally important.   GenAI should be used as a supportive learning and creative tool rather than a substitute for student intellectual effort. Students should first think about a problem, use AI when appropriate, verify the information, improve the suggestions and finally produce their own work. The future of AI-assisted education should focus on human-AI collaboration, where technology supports learning while students remain responsible for reasoning, creativity, evaluation and decision-making.

1.      Chen, S., & Cheung, A. C. K. (2025). Effect of generative artificial intelligence on university students learning outcomes: A systematic review and meta-analysis. Educational Research Review. https://doi.org/10.1016/j.edurev.2025.100737.  2.     Deng, R., Jiang, M., Yu, X., Lu, Y., & Liu, S. (2025). Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies. Computers & Education,    227,     105224. https://doi.org/10.1016/j.compedu.2024.105224.  3.    Habib, S., Vogel, T., Anli, X., & Thorne, E. (2024). How does generative artificial intelligence impact student creativity? Journal   of  Creativity,            34(1),    100072.https://doi.org/10.1016/j.yjoc.2023.100072.  4.  Liu, X., & Zhong, B. (2025). Integrating generative artificial intelligence into student learning: A systematic review from a TPACK perspective. Educational Research Review, 49, 100741. https://doi.org/10.1016/j.edurev.2025.100741.  5.  UNESCO. (2023). Guidance for Generative AI in Education and        Research.  UNESCO. https://doi.org/10.54675/EWZM9535.  6.   Heung, Y. M. E., & Chiu, T. K. F. (2025). How ChatGPT impacts student engagement from a systematic review and meta-analysis study. Computers and Education: Artificial Intelligence,   8, 100361. https://doi.org/10.1016/j.caeai.2025.100361.