The Effects of Improper Generative AI Tool Use on High-School Students’ Critical and Creative Thinking Abilities

As generative artificial intelligence (AI) becomes integrated into secondary education, concerns regarding "cognitive atrophy" and the erosion of student critical thinking have intensified. This research explores the intersection of AI over-reliance and the stunting of cognitive development in high school students. Utilizing a systems-thinking methodology, including Causal Loop Diagrams (CLDs) and qualitative stakeholder "listening sessions," this study identifies a cycle where students increasingly devalue human oversight in favor of AI-generated output. Findings suggest that while improper use leads to a decline in memory, organization, and original thought, a complete ban on technology is counterproductive. Instead, the study advocates for a shift from automation to augmentation. By benchmarking current solutions and analyzing the economic implications of AI integration, this report proposes a framework for "effective interaction", prioritizing a human’s evaluation to mitigate AI’s inherent biases and hallucinations. The research concludes that fostering human-centric evaluative skills is essential to ensuring that AI serves as a catalyst for, rather than a replacement of, intellectual growth in the digital age.