High school students in California are expressing growing concerns about the role of artificial intelligence (AI) in their education and future careers as the technology becomes increasingly integrated into daily life. At a recent college fair in downtown Oakland, students shared a mix of anxiety and cautious optimism over how AI tools like ChatGPT could impact their learning and job prospects.
Seventeen-year-old Logan Fanene, a Bay Area high school senior planning to study architecture at Cal Poly, said he avoids relying on AI for schoolwork out of worry that dependence on such technology might hurt his career opportunities. “I’m not so worried as a student, I’m more worried about my career,” he said.
Similarly, other students voiced concerns about AI’s rapid expansion and its potential to either shortcut learning or become an indispensable part of their education. Gage Peterson, a junior from Alameda, criticized some peers for overusing AI, calling it “very unhealthy.” His classmate, Ollie Carling, acknowledged a broader tension: many students recognize AI’s risks but continue to use it, fearing falling behind if they do not.
Experts and educators note this ambivalence reflects a broader societal debate about how best to integrate AI into education systems. Ginger Reyes Reilly, director of admissions and outreach at California State University (CSU), said the institution is uncertain about which jobs will still exist when today’s students enter the workforce. CSU is nonetheless striving to prepare students for a future where AI will reshape employment landscapes.
A 2025 survey of California adults found mixed opinions on AI’s role in K-12 education, with 31% believing it does more harm than good and 35% recognizing both benefits and drawbacks. Gillian Hayes, a UC Irvine informatics professor studying AI perceptions among parents and students, described attitudes as fluctuating between hope and fear amid a rapidly changing technological environment.
Some students, like Nas Antonio of De Anza College in Cupertino, oppose using AI to replace human creativity but acknowledge its value in other contexts. Antonio expressed concern after witnessing classmates use AI to complete assignments, potentially bypassing genuine learning. Studies have linked AI use to lower performance on high-stakes exams, raising questions about the long-term educational impact.
Stephen Aguilar, an associate professor at the University of Southern California who leads the Center for Generative AI and Society, surveyed 1,000 college students and found nearly universal use of generative AI tools. More than half indicated concerns about overreliance on AI, warning that students who defer critical thinking to the technology tend to struggle academically.
While many students grapple with ethical dilemmas about AI use—wanting to avoid cheating but also fearing falling behind—some California universities have started incorporating AI directly into courses and campus resources. Both USC and CSU have partnered with OpenAI to grant students access to ChatGPT, reflecting a pragmatic approach to the technology.
Hayes advocates for nuanced regulation of AI in education rather than outright bans, noting such prohibitions can disproportionately harm vulnerable students. This stance contrasts with policies like that recently announced by Los Angeles Unified School District, which bans the use of generative AI tools.
At the Oakland fair, senior Kaleah Luby said she limits AI use when learning new material, believing it does not foster genuine understanding. Her friend Angelica Truong, who plans to study public health, described AI as a helpful assistant but not a substitute for tackling complex work herself.
As AI’s capabilities continue to evolve, California’s students and educators are navigating a complex landscape, balancing the promise of innovative tools against concerns about equity, learning, and future employability.