Education experts, academics, students, and parents have raised concerns about the excessive use of artificial intelligence (AI) by students to complete practice papers, warning that it may foster a false sense of preparedness and hinder genuine learning. While acknowledging AI’s potential as a useful educational aid, they emphasized that it should complement rather than replace independent study and practice.
Several experts highlighted that AI can be beneficial when used after students attempt questions on their own, serving as a tool to explain challenging concepts, identify errors, and offer supplementary learning materials. Educational consultant Rashid al-Fadli noted that AI has simplified access to educational support but cautioned that overreliance on solutions generated by AI might cultivate dependency and weaken students’ capacity to internalize and comprehend information. He described this phenomenon as fostering “blind confidence” in AI-produced content. Al-Fadli advocated for schools to implement teacher training aimed at recognizing inappropriate use of AI in assignments, alongside educating students on responsible usage and avoiding plagiarism.
Similarly, educator Wahib al-Wahibi acknowledged AI’s ability to clarify complex subjects like mathematics and physics with tailored explanations but warned that excessive dependency could diminish students’ motivation to independently research, analyze, and critically evaluate information. He stressed that AI should enhance learning by providing diverse perspectives and explanations rather than delivering ready-made answers, and suggested that teachers model responsible AI use within classrooms.
At the university level, associate professor Dr. Boumediene Ramdani underscored the importance of maintaining academic integrity, noting that submitting AI-generated content as one’s own work violates academic conduct policies. Nonetheless, Ramdani emphasized the need to integrate AI responsibly into higher education to support students’ creativity and analytical skills, while ensuring they remain accountable for their outputs.
Students engaged in various fields echoed these views. Cybersecurity student Shafi al-Qahtani recommended completing practice exams independently to accurately gauge performance before turning to AI for clarification and review. He also emphasized safeguarding personal information when interacting with AI platforms. Computer science student Abdulaziz al-Haidous suggested that challenges with AI use stem not from the technology itself but from how it is employed, noting its utility for research and explanation.
Parents also weighed in, cautioning that excessive dependence on AI for practice papers could obscure students’ true learning levels. Mishal al-Sulaiti called for increased parental oversight and teacher training to identify misuse, alongside promoting positive applications of AI in education. Likewise, parent Hamad al-Marri stressed independent problem-solving as critical to skill development and warned that AI risks becoming detrimental if it replaces individual study efforts.
Student Salman Mahmoud advised treating AI as a “private tutor” or “teaching assistant,” urging users to verify AI-generated information against textbooks, teachers, and other reliable resources rather than accepting it uncritically. The consensus among the various voices points to AI’s role as a supplemental educational tool that requires careful and responsible integration to enhance, not diminish, student learning outcomes.