As generative artificial intelligence takes hold in our societies, the world of education finds itself at a crossroads. During a keynote at the latest Ludoviales 2026, Quebec specialist François Guité presented a nuanced overview of recent research on AI in education—highlighting both major advances and concerning challenges.Real adoption, but still uneven
Contrary to some preconceived ideas, the use of AI in education has stabilized since 2024. However, significant inequalities remain—particularly among teachers, and even between men and women.
Among students, AI is mainly used as a support tool: for understanding content, writing, or conversational interaction. A major shift is also emerging with the rise of voice interfaces, which could profoundly transform learning methods.
Yet this use often remains hidden.
Students hesitate to admit they use AI for fear of judgment,” notes François Guité, revealing a climate of uncertainty in schools.
Impressive scientific results
From a research perspective, the findings are striking. Several recent meta-analyses show highly positive effects of AI on learning:
- Significant improvement in academic performance, with large effect sizes (up to 0.86)
- Increased student motivation
- Strong development of critical thinking, creativity, and problem-solving
- Reduced cognitive load, making learning easier
Even more surprising: some studies show that students can learn up to twice as fast with intelligent tutors.
Another key finding is that struggling students benefit the most from these tools, which could help reduce certain educational inequalities.
Benefits… but also risks
These promising results come with important limitations.
Several studies highlight a risk of cognitive dependency. Students who overuse AI tend to make less mental effort, which can hinder the development of their skills—especially critical thinking.
Some research even shows that, in the absence of AI, performance may decline—suggesting superficial learning.
Another concern is reduced brain activity in certain tasks, such as writing, indicating lower cognitive engagement.
We need to find a balance,” insists François Guité. “AI must not replace effort, but support it.”
The teacher’s role in question
The growing effectiveness of intelligent tutors raises a sensitive issue: the role of teachers.
If machines become capable of supporting each student individually, they could compensate for some limitations of current systems, such as teacher shortages or unequal teaching quality.
However, for François Guité, the goal is not to replace teachers, but to redefine their role. The challenge lies in complementarity between humans and machines.
A new relationship between students and machines
Another striking phenomenon: some students prefer interacting with AI rather than with a teacher.
Why? Because the machine does not judge.
This “pseudo-affective” relationship raises new questions, particularly regarding emotional development and mental health. Some problematic trends have already been observed, highlighting the urgent need for education on chatbot use (see the conference by psychiatrist and professor Serge Tisseron).
Academic cheating: a relative concern
With AI, academic cheating has returned to the spotlight. However, data shows that the phenomenon has not exploded.
Cheating existed long before AI,” Guité reminds us. While tools have changed, behaviors remain relatively stable.
Toward thoughtful integration of AI
In conclusion, research converges on a central idea: artificial intelligence represents a major opportunity for education—provided it is used thoughtfully.
The most effective uses are those where AI acts as a learning companion, especially in tutoring-like interactions, rather than as a simple answer generator.
The challenge for education systems is now clear:
- train teachers
- regulate practices
- develop true AI literacy among students
Because, as François Guité summarizes, the question is no longer whether AI will enter education—but how.
Extract from his presentation at Ludoviales 2026 (replay video available).
