Is AI Making Children ‘Dumb’? Sam Altman Responds to Growing Concerns

Artificial intelligence has become deeply integrated into daily life, including education. Many students now use AI platforms to assist with homework, research, and even creative assignments. Critics argue that such tools may encourage dependency and reduce independent problem-solving.

When asked directly whether AI was making children “dumb,” OpenAI CEO Sam Altman offered a nuanced answer.

“True for some kids. When I hear kids talk about AI…there are definitely some kids who are like: ‘This is great. I cheated my way through all of high school. I never did any homework. Thank you’. And I’m like — ‘What’s your plan for like the rest of your life?’ And they’re like: ‘Well, I assume I can still use ChatGPT to do my job’. This is very bad,” Altman told the a news agency.

His remarks highlight a key issue: misuse of technology versus responsible use.

The Bigger Picture: Most Students Are Using AI Productively

Encouraging Creativity, Not Dependency

Altman emphasized that the misuse of AI tools applies only to a small subset of students. According to him, most children are leveraging AI to enhance productivity, creativity, and innovation.

The OpenAI leader stressed the importance of guiding the younger generation to think critically and creatively while using AI tools, rather than replacing their own cognitive abilities.

“Most kids say…’I can’t believe what I can accomplish now. Look at this thing that I’ve just made. I’ve built these incredible new workflows’. Like I may use ChatGPT the way you used Google when you were in high school to help with your homework. I think we will need to find new ways to teach and evaluate in school to make sure every kid is brought along. But the potential of this technology, the ability to learn more, do more…I have no doubt about that,” he added.

His comments suggest that AI’s impact depends largely on how it is integrated into education systems.

AI Today vs. Google Then

A Historical Parallel

Altman compared current concerns about AI to the early skepticism surrounding the rise of the internet and Google. When search engines first became widely available, educators worried that easy access to information would undermine learning.

He recalled his own school experience:

“Google had just come out when I was in school and my middle school teacher said it was ‘the worst thing ever’. You know… there’s no point to teaching anymore…why do you have to memorise the date that someone in history was born if you could just look it up on Google? And my answer was: ‘I think it’s a complete waste of time to memorise what year someone was born. I will just go look that up on Google if I ever need to know it again, which you usually don’t often’. And then I watched teachers come to peace with this over the next few years…the education system evolved,” he recalled.

This comparison frames AI as the next major technological shift in education—one that may initially disrupt but ultimately reshape learning practices.

Education Systems Must Adapt

Rethinking Evaluation Methods

Altman pointed out that schools may need to redesign how they teach and assess students. Traditional memorization-based testing may no longer be sufficient in an era where AI tools are widely accessible.

Experts in educational technology increasingly advocate for:

• Project-based learning

• Critical thinking assessments

• Oral examinations

• Collaborative problem-solving

• AI literacy training

Such adjustments could ensure that AI enhances learning rather than replacing it.

The Broader Debate Around AI and Cognitive Skills

Balancing Convenience and Critical Thinking

AI systems can draft essays, solve equations, summarize research, and generate code within seconds. While this convenience saves time, it also raises concerns about:

• Reduced attention spans

• Lower problem-solving engagement

• Ethical issues around academic integrity

• Dependency on automation

At the same time, AI literacy is emerging as an essential skill for the modern workforce. Employers increasingly value candidates who know how to use AI effectively rather than avoid it.

The Future of AI in Schools

Artificial intelligence is unlikely to disappear from classrooms. Instead, the focus may shift toward responsible usage guidelines, ethical frameworks, and curriculum reform.

As AI becomes more embedded in daily life, the conversation is moving from “Should students use AI?” to “How should students use AI responsibly?”

Altman’s perspective suggests that technology itself is neutral—its impact depends on how society chooses to integrate it.

Conclusion

The debate over whether AI is making children “dumb” reflects broader anxieties about technological change. While some students may misuse AI tools to shortcut learning, Sam Altman argues that this represents only a minority. For most children, AI is a powerful productivity tool that can enhance creativity and unlock new ways of learning.

History shows that transformative technologies—from the internet to search engines—initially faced resistance before becoming essential educational tools. As schools adapt their evaluation methods and teaching models, AI could become less of a threat and more of an accelerator for human potential.

Ultimately, the responsibility lies not with the technology itself, but with educators, parents, and students to ensure AI is used to think better—not less.