By the time Jeronimo Serrano, Columbus School Senior, opened ChatGPT to polish his English essay, he had already drafted two paragraphs on his own. “It just helped me get past a block,” he said. But not everyone in the classroom sees AI as a helpful tool—some see it as a threat to learning itself.
In high schools across the world, artificial intelligence tools like ChatGPT are transforming how students learn and how teachers teach. As administrators scramble to create new policies, educators are rethinking assignments, and students are divided between excitement and uncertainty. With AI becoming more accessible every day, schools must decide how to balance innovation and integrity.
While some schools remain undecided on official AI policy, administrators like Hector are already laying the groundwork. “Our school is still drafting its official policy, but we’re urging caution,” said Hector Londoño, a school administrator. “Some teachers are concerned AI could be abused, but others see potential for supporting struggling students.”
Teachers are already adjusting their classrooms to face this digital shift. Ari, an English teacher, noted, “Yes, I’ve definitely seen assignments that feel AI-generated—polished but impersonal. I’m not against using it, but I worry it’s making students rely less on their original thoughts.”
To keep pace, she’s redesigned some assignments to focus more on in-class discussion and personal insight. “I’ve begun tweaking assignments to include more in-class discussions and personal reflection,” Ari Benjamin Holsten, English teacher, said. “Teachers need support too—training would really help.”
But how are students using AI in practice? Jeronimo Serrano, a high school Senior, said, “I mostly use AI in English and History—it helps me brainstorm or improve grammar. It definitely speeds things up, but sometimes I don’t learn as deeply.”
He added that the guidance from teachers varies widely. “One of my teachers said we could use it if we cited it, but others just say ‘don’t.’ If they banned it completely, I’d probably struggle more with time.”
The lack of consistent messaging is one of the reasons ethics instructors like Pito Ledezma are pushing for deeper education around AI. “AI challenges our traditional definitions of authorship,” he said. “If students don’t disclose it, it can absolutely count as plagiarism.”
Pito has already taken steps to adapt his curriculum. “I’ve updated my course to include these debates because students need to learn how to think critically about the tools they’re using.” He believes digital ethics should be taught, not just enforced.
Experts outside the classroom agree. Maria Teresa, an school consultant, believes AI is here to stay. “AI is going to be as normal as calculators once were,” she said. “Schools that train both teachers and students early are seeing great results—improved feedback systems, personalized learning, etc.”
However, she also sees danger in over-reliance. “There’s a real risk that students lose problem-solving skills if they over-rely on AI. The key is balance,” Maria added.
As policies continue to evolve, Hector believes transparency is key. “We’re working on guiding teachers and students on how to use it ethically,” he said. “I’ve spoken with parents who are confused about AI, especially ChatGPT.”
One thing is clear: AI is not going away. Whether it becomes a cornerstone of learning or a source of ongoing controversy will depend on the choices schools, teachers, and students make today.
“AI is okay if you don’t copy everything,” Jeronimo said. “But it needs to be used the right way.”