What Peer-Reviewed Research Says About AI Dependency Among Gen Z Learners

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At present, it is important to observe that Generation Z uses technological means almost instinctively, whether they are used for streaming videos or conducting some research. It is all due to the fact that their entire lives are associated with the world of technologies.

On the one hand, this generation used these technologies to access certain types of information, as well as to enjoy convenience, but, on the other hand, researchers and educators are concerned with the moment when such help turns into dependency and its influence on the process of learning.

The fact that students use AI is obvious now, and educators are more concerned with the consequences that it may entail for cognition, integrity, self-confidence, data security, the development of skills, and ultimately, the future professional preparation of young people.

You can definitely spot a trend when analyzing the findings of studies on AI dependency among Gen Z learners, and these findings deserve special attention on the part of educators and educational institutions, especially taking into consideration the necessity to revise current policies.

Content Authenticity and How Institutions Are Responding 

With the development of sophisticated AI generators, the problem of detecting authentic written works has evolved from being hypothetical to operational, with universities actively investing in mechanisms that enable them to analyze and detect if the works of their students reflect the required level of intellectual contribution.

The issue of detection largely rests on the combination of human input and technological capabilities, with the educators turning to various tools like an accurate AI detector, that identifies artificially generated text before moving forward with the analysis of its style, format, depth of thought, etc.

Although these tools are aimed at complementing, not replacing human decision-making, they prove to be essential, especially in cases where the instructor is unable to analyze each student submission separately due to time constraints.

According to a paper published in the International Journal for Educational Integrity, many students in Peru who have used AI to conduct academic activities did not properly differentiate between assisted and independent work. What is more, even the knowledge and positive attitude towards AI were not enough to guarantee proper application of the tool.

In light of the above, the establishment of the necessary verification processes appears quite crucial to detect and eliminate AI-based content, while students should be encouraged to be aware of the necessity of transparency. Indeed, according to peer-reviewed literature, this can result in increased levels of disclosure.

Research also indicates that those universities that combine the described process with the education of students about AI ethics, instead of depending on enforcement measures only, demonstrate superior results. Specifically, those students who are educated on the issue of disclosing the use of the technology and asked to keep a research journal demonstrate an increase in performance.

AI Literacy as an Academic Skill

There is a general consensus in the field of education research that the presence of artificial intelligence in education is no longer something peripheral but a component of the very structure of production, communication, and assessment of knowledge.

According to a systematic analysis of peer-reviewed articles, Generation Z learners – individuals born between 1997 and 2012 – require metacognitive approaches together with proficiency in AI literacy to effectively use learning technology. It is important to note that despite being at ease with digital technologies, Generation Z lacks critical evaluation skills when assessing the results provided by AI programs.

There is another problem associated with the usage of AI among Generation Z. Namely, the fluency of Generation Z in using AI applications masks the fact that young learners still lack basic knowledge and competencies that would enable them to use such applications efficiently.

A large number of students use AI tools mostly for brainstorming ideas, summarizing texts, and finding relevant articles.

However, it can be noticed that weakly educated students tended to believe in the recommendations of AI because they could not critically analyze such suggestions due to the absence of necessary knowledge. It creates an unfortunate situation when students who could benefit most from developing their analytical skills end up relying on AI.

Thus, AI literacy frameworks nowadays increasingly refer not only to the ability to work with AI systems but also to understanding their operation, recognizing the origins of biases, and evaluating the consequences of biases in various industries.

While the cognitive load outsourcing to AI results in the deterioration of foundational skills, those who employ it to extend their existing knowledge will see improved results. This difference is important for educators.

Cognitive Dependency and the Erosion of Critical Thinking

Possibly the most researched dimension of AI dependency by members of Generation Z is related to cognitive engagement and critical thinking issues. The research here is consistent as well as cautionary. According to studies, students tend to rely heavily on AI to complete their assignments, which reduces their cognitive engagement, making it difficult for researchers to observe any improvements.

In 2025, a study exploring the effects of generative AI tools on the cognitive engagement of students revealed much lower scores in students utilizing AI tools in comparison to those who did not engage with AI to do their assignment.

Another interesting 2025 empirical study conducted in China differentiated between tool and cognitive dependences where tool dependence implies reliance on AI to perform practical activities like preparing the introductory section or adding citations and cognitive dependency relates to the utilization of AI to perform reasoning, make judgments, and come up with decisions in lieu of analyzing situations independently.

The authors came to the conclusion that although there has been an increasing tendency to be dependent on AI among college students in recent years, no significant progress has been made regarding innovations.

Such a lack of development in academic achievements due to increased dependence on AI has its roots in the lack of critical thinking abilities among graduates. It affects their cognitive skills and creates some ethical and practical problems related to their performance. Such AI dependence had been socially normalized by members of Generation Z, as their peers also relied on AI and encouraged such behavior.

Cybersecurity Awareness and the Risks Gen Z Students Underestimate 

In contrast to common perception, Gen Z learners do not necessarily exhibit a high degree of cybersecurity awareness in spite of being well-versed with various aspects of using digital technologies.

In accordance with peer-reviewed studies of the cybersecurity awareness of Gen Z university students, although most learners show high confidence in their technological skills, their security behavior and general awareness are often inconsistent. Specifically, students typically overestimate the security measures implemented within platforms that they use daily, and bad actors can take advantage of these perceptions.

Notably, AI appears to contribute to this issue as phishing attacks can now be conducted through the creation of emails similar in terms of language use to institutional notifications due to advances in the field of artificial intelligence. There has been an increase in ransomware attacks targeting universities in recent times, and this issue continues due to cyber attackers utilizing AI.

Given that the academic achievements and financial data of Gen Z students are often kept in cloud-based platforms, such compromises may lead to delays in graduation, problems with financial aid, and other negative consequences.

Therefore, it is advisable to integrate cybersecurity into the broader framework of digital literacy curricula. It has been determined that once students have an understanding of the mechanisms behind such threats, they start making safer choices online.

Multi-factor authentication should be encouraged since institutions that set cybersecurity standards explicitly for the learners often see these expectations fulfilled. This is also true regarding the adoption of these behaviors in the work environment.

Data Privacy and the Digital Footprint Gen Z Leaves Behind

Every time they use an educational application, upload assignments to learning management systems, or interact with an AI chatbot, members of Gen Z generate data. Previous research into youth privacy in AI-based systems has indicated that adolescents have a tendency to understate the amount of personal data they provide and its potential applications.

A systematic review of literature published in 2024 and addressing privacy concerns associated with AI systems for youth digital citizens has revealed that students appreciate personalized learning experiences but remain unaware of the extent to which such personalization requires constant collection of their data.

Unfortunately, such awareness is further hindered by the characteristics of modern AI-based software, which is designed with engagement goals in mind. Privacy statements provided by AI tools for Gen Z students are likely to be filled with confusing legalese.

Most institutional policies have a number of important gaps that may leave students’ personal data vulnerable to third-party exploitation by AI providers, even if students feel safe due to having agreed with certain terms, they may lack necessary control over what happens to their data.

Education on data privacy should be clear-cut and grounded in reality. For instance, students need practical educational measures that include explanations of why search histories may be recorded, what happens to location information embedded in files, and why sharing emotionally charged conversations in AI-based chat applications poses a risk.

Unfortunately, even though data privacy is one of the most frequent student concerns, right after academic honesty and information accuracy problems, according to a publication, the vast majority of students are not getting formal guidance on handling data privacy risks.

Adaptability and What Research Says About Long-Term Readiness

Finally, scholarly work in peer-reviewed journals has begun to consider the impact of reliance on AI by Gen Z students on their future adaptability and preparedness for working in a fast-changing world. While the findings are positive, they come with caveats.

On the one hand, students belonging to Gen Z as digital natives possess a level of technological proficiency which can be considered an advantage when interacting with AI in professional settings. On the other hand, this proficiency will only be of help when it is combined with a high level of critical thinking, ethics, and willingness to continuously learn.

AI literacy positively impacts the willingness to learn throughout life and helps overcome the fear of innovation, provided that this skill is actively developed rather than automatically gained. These suggest that it is necessary to create appropriate educational programs and curricula within institutions of higher education.

Supporting data comes from research dedicated to the workforce. As of January 2025, the World Economic Forum identified analytical thinking as the top skill employers look for from their workers. Resilience, adaptability, and creativity were also among the top skills, which are precisely the ones threatened by AI dependency.

In another study published in the Frontiers in Artificial Intelligence in 2025, 95.6 percent of university graduates reported the desire to learn more about AI throughout their career. This desire exists but cannot manifest without institutional support. Therefore, universities that incorporate AI literacy into their curricula as a set of skills to be taught gradually can help prepare more competent professionals.

Final Thoughts

On the question of dependence on artificial intelligence by members of Generation Z, the peer-reviewed literature does not offer an unambiguously terrifying nor completely optimistic view.

This generation of students proves itself competent and motivated while demonstrating proficiency in using new technology. However, the peer-reviewed literature explicitly states that there is a difference between fluency in the use of technology and dependence on it. If the universities fail to recognize the difference, they will end up producing graduates who are worse off for it.

The peer-reviewed findings provide an excellent foundation for a well-rounded, nuanced approach to integrating artificial intelligence into learning, including teaching students proper usage as a tool for augmenting intellectual capacities, incorporating courses on cybersecurity, data privacy, and measuring success not by the amount of tasks accomplished but by true intellectual growth. This literature thus serves as a warning for policymakers.