Learning with AI or learning from AI? The emerging challenge of cognitive offloading in higher education

Abstract

This paper explores cognitive offloading in higher education arising from the increasing use of Generative Artificial Intelligence (GenAI). It analyses the dual role of GenAI, recognizing its potential to enhance learning while posing risks to critical thinking, independent reasoning, and cognitive resilience. This paper synthesizes literature on GenAI, cognitive offloading, and critical thinking, to examine the implications of GenAI-supported learning for higher education and learning and development professionals. GenAI offers educational benefits, including personalized support, accessibility, and improved learning efficiency. However, excessive reliance on GenAI-generated content may encourage cognitive offloading, limiting critical reflection, reasoning, and independent problem-solving. By applying the Tool-Tutor-Crutch framework, this paper demonstrates that the educational value of GenAI depends on whether it supports rather than substitutes meaningful cognitive engagement. As a conceptual viewpoint, this paper does not present empirical evidence on the effects of GenAI on cognitive offloading. Future research should examine how GenAI use influences critical thinking, cognitive resilience, and learning outcomes across different educational contexts and levels of GenAI dependence. Educational institutions should design learning and assessment practices that foster critical evaluation, cognitive resilience, and ethical human-GenAI collaboration, ensuring that GenAI functions as a tool and tutor rather than a crutch. This paper moves the discussion beyond academic integrity and technology integration by positioning cognitive offloading as a pedagogical challenge. It applies the Tool-Tutor-Crutch framework to provide a practical lens for promoting cognitive resilience and responsible human-GenAI collaboration in higher education.