Offloading cognition to artificial intelligence: A qualitative study of teachers' experiences and perceptions

Abstract

This study investigates the role of artificial intelligence (AI) assistants in teachers' cognitive and metacognitive processes through the lens of cognitive offloading theory. Adopting a phenomenological research design, the study explores how, why, and with what consequences teachers delegate mental tasks to AI. Data were collected through semi-structured online interviews with 17 teachers from various disciplines and analyzed using thematic analysis. Findings reveal that participating teachers regularly use AI assistants for both professional tasks, such as lesson planning, material design, exam preparation, and daily life activities, including information seeking and content creation. Participants perceived AI tools as reducing mental effort and time pressure and increasing their sense of self-efficacy, while their views regarding the effects of AI use on creativity were mixed. However, participatingteachers also demonstrated awareness of the risks associated with over-reliance on AI, particularly its potential to weaken critical thinking and self-evaluation skills, a phenomenon linked to "metacognitive laziness." To mitigate these risks, they employ deliberate strategies such as cross-checking AI outputs with other sources, validating them against prior knowledge, and personalizing content rather than accepting it uncritically. The study concludes that ,according to participants’ accounts, AI assistants function not only as tools for efficiency, but also as resources that participants perceived as potentially influencingteachers’ cognitive habits and perceptions of their professional practice. These findings suggest implications forreconceptualizing AI literacy in teacher education, moving beyond technical proficiency toward fostering metacognitive awareness and self-regulation that empower teachers to make informed decisions about when and how to offload cognition. Participants perceived AI assistants not only as tools for improving efficiency but also as resources that may shape their cognitive habits and perceptions of professional practice. These findings highlight the importance of reconceptualizing AI literacy in teacher education beyond technical proficiency to include metacognitive awareness, critical evaluation, and self-regulation in decisions about when and how to offload cognition.