Hannah, a former English teacher, has publicly criticised the increasing reliance of pupils on AI platforms such as ChatGPT to complete assignments, sparking debate about the impact of AI on learning and the future of education.
An English teacher recently sparked widespread conversation on social media with a candid nine-minute video explaining her decision to leave the profession, primarily due to concerns about the role of artificial intelligence in education. Hannah, the former teacher, highlighted a troubling trend she observed among her students: an increasing reliance on AI tools, particularly ChatGPT, to complete their assignments. During an interview on Fox & Friends, she elaborated on how many students expressed a willingness to accept failing grades rather than engage in the work themselves, stating, “If I have to redo this, how much is it really going to affect my grade? Can I just take the zero?” This dismissal of academic effort raises questions about the educational implications of AI.
Hannah’s perspective underscores a significant concern in modern education. She indicated that students, often bright and motivated, lack an understanding of the value of traditional assignments, viewing them as redundant when AI can generate similar—or seemingly superior—content. This sentiment resonates with a broader trend among UK teenagers, where reports suggest that 80% of those aged 13-17 regularly utilise AI for various tasks, from academic writing to casual inquiries. Many students, like 16-year-old Lara Jeetley, favour the convenience of AI for refining their writing or preparing for exams, illustrating a generational shift in how young people approach learning.
Despite acknowledging the potential benefits of AI for older students, Hannah expressed concern about its unrestricted access for younger learners, arguing that it hampers their ability to think critically and comprehend material in depth. Her own experiences teaching tenth-grade students revealed a disheartening decline in essential skills. She noted, “These kids don’t know how to read,” citing the prevalence of audiobooks and text-to-speech tools that detract from traditional reading experiences.
This inability to engage deeply with material is mirrored in educational institutions’ responses to AI technologies. Many schools have reacted by banning tools like ChatGPT outright, fearing that such platforms promote cheating and erode critical thinking skills. For instance, New York City has restricted access to these AI applications on school devices. As educators grapple with the implications of generative AI, there is an ongoing debate on how to foster genuine learning in environments permeated by technology.
Hannah’s frustrations echo those of many educators as they navigate the evolving landscape of teaching. Some are exploring innovative ways to integrate AI into lessons, while others worry about the broader ramifications of allowing AI tools to replace traditional methods. A recent analysis likened the rise of AI tools to the microwave in culinary contexts—though it simplifies certain processes, it does not replace the unique flavours and techniques that come from genuine human creativity and labour.
As companies like Chegg face significant layoffs in response to declining demand, attributed in part to AI’s impact on educational tools, it becomes increasingly clear that the traditional educational model is under siege. Chegg’s restructuring, marked by a 22% workforce reduction, is a stark reminder of the swift changes occurring in the edtech landscape, largely prompted by generative AI platforms.
While some educators continue to seek ways to leverage these technologies for instructional purposes, the challenge remains: how can they use AI without compromising the foundational educational principles of engagement and critical assessment? In her conversation, Hannah urged a reconsideration of how we integrate technology in the classroom, emphasising the need for balance in a world where students increasingly prefer the instant gratification that AI provides. Her ultimate message calls for a return to fundamental teaching methods, suggesting that both educators and students would benefit from a more thoughtful approach to technology in education.
As the discourse around AI in education unfolds, it will be essential for educators and institutions to find collaborative solutions that harness the benefits of technology while ensuring that students do not lose the fundamental skills they need for academic and personal success.
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Source: Noah Wire Services
- https://www.dailymail.co.uk/news/article-14718059/english-teacher-viral-exit-video-students-technology-ai.html?ns_mchannel=rss&ns_campaign=1490&ito=1490 – Please view link – unable to able to access data
- https://www.ft.com/content/fc3c9ecf-d0bc-43b0-8c3a-44cd7abfd908 – A 16-year-old student, Lara Jeetley, exemplifies how teenagers are integrating generative AI into daily life. She uses ChatGPT regularly for tasks ranging from answering casual questions to supporting her academic work, including drafting checklists, refining writing, and preparing for exams like her Mandarin GCSE. This trend reflects the broader adoption of AI among UK teens, with 80% of those aged 13-17 reportedly using it. Lara prefers ChatGPT for its conversational tone and convenience over traditional search engines. She also experiments with other AI tools such as Claude for coding help, Notion AI for note-taking, and Descript for editing her podcast. While she avoids social media for mental well-being, she expresses concerns about AI’s privacy, accuracy, and energy usage. Some AI applications, like AI companions, raise ethical concerns among experts due to their potential emotional influence on teens. Despite these issues, Lara and others see generative AI as an increasingly integral part of the future. Institutions and parents are working to guide teens toward responsible use, acknowledging AI’s growing role in education and everyday life.
- https://www.reuters.com/world/americas/chegg-lay-off-22-workforce-ai-tools-shake-up-edtech-industry-2025-05-12/ – Chegg, an online education company offering textbook rentals, homework help, and tutoring, announced it will lay off approximately 22% of its workforce—about 248 employees—as it restructures in response to declining demand due to the rise of AI-powered tools like ChatGPT. The company has faced decreasing web traffic, attributed partly to Google’s AI Overviews and the growing popularity of other AI platforms such as Gemini, OpenAI, and Anthropic, which provide free academic subscriptions. As part of its cost-cutting measures, Chegg will close its U.S. and Canada offices by year-end and scale back on marketing, product development, and administrative expenses. The restructuring is expected to incur charges between $34 million and $38 million in the next two quarters, but Chegg anticipates saving $45–$55 million in 2025 and $100–$110 million in 2026. Its first-quarter 2025 results show a 31% drop in subscribers to 3.2 million and a 30% decline in revenue to $121 million. In February, Chegg also filed a lawsuit against Google, accusing it of using AI-generated summaries to reduce search traffic to original content, further impacting its user base and profitability.
- https://apnews.com/article/ac4967a4fb41fda31c4d27f015e32660 – ChatGPT, an AI tool developed by OpenAI, was launched on November 30. It can generate convincing human-like text and is free to use. This technology has raised concerns about cheating, particularly in educational settings. New York City has blocked ChatGPT on school devices due to these concerns. Schools are apprehensive about students using the tool to write essays, considering it cheating and detrimental to developing critical-thinking skills. OpenAI is working on ways to detect misuse and collaborating with educators to address these issues. ChatGPT’s advanced capabilities have sparked discussions about its potential to disrupt markets like internet search, historically dominated by Google. The tool is part of a new generation of AI systems that utilize a vast amount of data to generate coherent text, images, and videos.
- https://www.theatlantic.com/technology/archive/2024/09/ai-language-microwave/680049/?utm_source=apple_news – The article discusses the implications of generative AI technologies, like ChatGPT, on academic writing and education. Since its introduction, ChatGPT has shown remarkable capabilities, leading to widespread student use for various reasons including time-saving, producing nearly indistinguishable content, and cognitive ease. This raises concerns about academic honesty and the efficacy of traditional assignments, prompting educators to reconsider how they teach and assess writing skills. The author compares AI to a microwave, highlighting that while it performs specific tasks well, it hasn’t replaced traditional cooking and nor will it replace genuine human writing. Educators are encouraged to focus on assignments that foster original and insightful writing, akin to a well-made grilled-cheese sandwich, emphasizing the irreplaceable value of human creativity and care in writing.
- https://time.com/6300950/ai-schools-chatgpt-teachers/ – Educators are finding creative ways to integrate ChatGPT into classrooms despite concerns about its potential misuse. Peter Paccone, among others, uses ChatGPT to explain simpler topics, freeing time for deeper discussions. While some major school districts temporarily banned the AI tool, teachers are seeking effective ways to harness its benefits. For instance, Erin Rossing’s precalculus students used it to create a rap about vectors, while Kara Beloate’s students translated Shakespeare into modern English. However, ChatGPT’s accuracy issues also provide learning opportunities, such as fact-checking AI-generated content. While some experts believe AI will revolutionize education, others see it as a useful but not transformative tool. Concerns persist about promoting educational inequities and maintaining meaningful teacher-student relationships.
- https://www.axios.com/newsletters/axios-what%27s-next-f540c895-de47-47f0-b443-8125791d2415 – Teachers are now using an AI-powered tool called Writable, developed in part by ChatGPT, to grade student writing assignments from grades 3-12. This shift is significant as schools are increasingly endorsing this technology to save time for educators. Writable, owned by Houghton Mifflin Harcourt, provides AI-assisted feedback while incorporating human oversight to enhance grading accuracy. However, there is ongoing debate regarding the academic integrity and the impact on the quality of feedback received by students. Additionally, Stellantis is preparing to launch the all-electric Dodge Charger Daytona, targeting muscle car enthusiasts with its high performance and promoting the shift to electric vehicles. Oscar Mayer has announced new plant-based products, expanding their line to include NotHotDogs and NotSausages, underscoring the growing trend toward plant-based meats. Lastly, Chicago is making efforts to revitalize its downtown Loop area, which has struggled with vacancies post-COVID-19 pandemic, through economic initiatives and building repurposing plans spearheaded by Mayor Brandon Johnson’s office.
Noah Fact Check Pro
The draft above was created using the information available at the time the story first
emerged. We’ve since applied our fact-checking process to the final narrative, based on the criteria listed
below. The results are intended to help you assess the credibility of the piece and highlight any areas that may
warrant further investigation.
Freshness check
Score:
8
Notes:
The narrative discusses recent trends and concerns related to AI in education, including the viral video of an English teacher. While specific details about the video’s age are not provided, the topic is timely and reflects current debates in education.
Quotes check
Score:
6
Notes:
The narrative includes quotes from Hannah, but an original source or date for these quotes is not specified. The lack of specific citation for the quotes reduces the score.
Source reliability
Score:
7
Notes:
The narrative originates from the Daily Mail, a well-known publication, but it is not generally considered as reliable as outlets like the Financial Times or BBC for factual reporting. However, it does often report on current events.
Plausability check
Score:
9
Notes:
The claims about AI’s impact on education are plausible and align with current concerns about AI’s role in academic settings. The narrative also discusses broader trends and responses by educational institutions, which are consistent with observed changes in the education sector.
Overall assessment
Verdict (FAIL, OPEN, PASS): OPEN
Confidence (LOW, MEDIUM, HIGH): MEDIUM
Summary:
While the narrative discusses timely and plausible concerns about AI in education, its source reliability is somewhat diminished by the lack of specific citations for quotes and the mixed reputation of the Daily Mail. Overall, the narrative is credible but could benefit from more robust sourcing.
