AI in education: blessing or curse?—Examining how AI assistance shapes academic skills and equity in Chinese middle & high schools

Abstract

This study examines how artificial intelligence (AI) assistance affects the academic skills and educational equity of Chinese junior and senior high school students. Using a sequential mixed-methods design, the study combines a questionnaire survey of 233 students with semi-structured interviews with four students. The findings indicate that AI has a double-edged effect on academic development. Moderate use of AI, defined in this study as three to five times per week, is positively associated with basic academic skills (r = 0.29, p < 0.05), particularly by providing immediate explanations and support for knowledge consolidation. In contrast, high-frequency and uncontrolled use of AI, defined as more than one hour per day, is negatively associated with independent problem-solving ability (r = -0.39, p < 0.01). The study also identifies substantial inequalities in access to AI tools and school-based guidance: urban students report considerably more frequent use and fewer access barriers than rural students. Qualitative findings further suggest that unequal resources and teacher guidance can turn AI into an amplifier of existing educational inequalities. The study therefore argues that AI should be treated neither as an inherently beneficial nor harmful educational technology. Its effects depend on patterns of use, resource conditions, and professional guidance. The findings highlight the need for AI literacy education, equitable digital infrastructure, and clearer guidance on responsible AI use in schools.