Over the past three years, artificial intelligence (AI) tools have become increasingly accessible, transforming educational practices and reshaping learning processes for high school students aged 16–18. This study investigates the extent and manner in which students utilize AI tools, focusing on their impact on cognitive, psychological, and neurobiological aspects of learning.

A survey conducted among high school students in the Małopolska region revealed that AI tools are widely used for personalized learning experiences, which adapt to students’ unique cognitive profiles and learning styles (PMC Editorial Team, 2024). These tools provide adaptive feedback and generate diverse learning materials, fostering creativity and critical thinking (PMC Editorial Team, 2024). However, qualitative narratives from students highlighted concerns about over-reliance on AI, which could lead to diminished critical thinking skills and increased cognitive offloading (Oxford University Press, 2023).

Key findings include:
- Personalized learning: AI facilitates tailored educational experiences that enhance engagement and academic outcomes by analysing individual performance data (JRC Publications Repository, n.d.; MDPI Editorial Team, 2023).
- Cognitive load and emotional impact: AI tools can both support and hinder learning. While they reduce cognitive load by automating routine tasks, they may also induce frustration or anxiety when technical issues arise (U.S. Department of Education, 2023; PMC Editorial Team, 2024).
- Academic integrity: The ease of access to AI-generated content raises ethical concerns as students increasingly use these tools for assignments, potentially undermining genuine learning efforts (Tandfonline Editorial Team, 2023).

These insights highlight the dual nature of AI’s influence on education. While it offers significant opportunities for personalized and engaging learning experiences, it also presents challenges related to cognitive development and academic integrity. The findings underscore the need for teacher training in ethical AI use and curriculum reforms to integrate responsible AI practices into education systems.

References:
[1] Oxford University Press. (2023). AI in education: Where we are and what happens next. Retrieved from https://corp.oup.com/feature/ai-in-education-where-we-are-and-what-happens-next
[2] PMC Editorial Team. (2024). Artificial intelligence-integrated educational applications and college students’ creativity and academic emotions: Students’ and teachers’ perceptions and attitudes. Retrieved from https://pmc.ncbi.nlm.nih.gov/articles/PMC11403842/
[3] U.S. Department of Education. (2023). Artificial intelligence and the future of teaching and learning. Retrieved from https://www2.ed.gov/documents/ai-report/ai-report.pdf
[5] MDPI Editorial Team. (2023). New era of artificial intelligence in education: Towards a sustainable multifaceted revolution. Sustainability, 15(16), Article 12451. https://doi.org/10.3390/su151612451
[6] JRC Publications Repository. (n.d.). The impact of artificial intelligence on learning, teaching, and education. Retrieved from https://publications.jrc.ec.europa.eu/repository/bitstream/JRC113226/jrc113226_jrcb4_the_impact_of_artificial_intelligence_on_learning_final_2.pdf

Keywords: Artificial intelligence, personalized learning, academic integrity, cognitive load, emotional impact, high school education.