Embodied cognitive science is an interdisciplinary field of research, the aim of which is to explain the mechanisms underlying intelligent behavior. It comprises three main methodologies: the modeling of psychological and biological systems in a holistic manner that considers the mind and body as a single entity; the formation of a common set of general principles of intelligent behavior; and the experimental use of robotic agents in controlled environments. == Contributors == Embodied cognitive science borrows heavily from embodied philosophy and the related research fields of cognitive science, psychology, neuroscience and artificial intelligence. Contributors to the field include: From the perspective of neuroscience, Gerald Edelman of the Neurosciences Institute at La Jolla, Francisco Varela of CNRS in France, and J. A. Scott Kelso of Florida Atlantic University From the perspective of psychology, Lawrence Barsalou, Michael Turvey, Vittorio Guidano and Eleanor Rosch From the perspective of linguistics, Gilles Fauconnier, George Lakoff, Mark Johnson, Leonard Talmy and Mark Turner From the perspective of language acquisition, Eric Lenneberg and Philip Rubin at Haskins Laboratories From the perspective of anthropology, Edwin Hutchins, Bradd Shore, James Wertsch and Merlin Donald. From the perspective of autonomous agent design, early work is sometimes attributed to Rodney Brooks or Valentino Braitenberg From the perspective of artificial intelligence, Understanding Intelligence by Rolf Pfeifer and Christian Scheier or How the Body Shapes the Way We Think, by Rolf Pfeifer and Josh C. Bongard From the perspective of philosophy, Andy Clark, Dan Zahavi, Shaun Gallagher, and Evan Thompson In 1950, Alan Turing proposed that a machine may need a human-like body to think and speak: It can also be maintained that it is best to provide the machine with the best sense organs that money can buy, and then teach it to understand and speak English. That process could follow the normal teaching of a child. Things would be pointed out and named, etc. Again, I do not know what the right answer is, but I think both approaches should be tried. == Traditional cognitive theory == Embodied cognitive science is an alternative theory to cognition in which it minimizes appeals to computational theory of mind in favor of greater emphasis on how an organism's body determines how and what it thinks. Traditional cognitive theory is based mainly around symbol manipulation, in which certain inputs are fed into a processing unit that produces an output. These inputs follow certain rules of syntax, from which the processing unit finds semantic meaning. Thus, an appropriate output is produced. For example, a human's sensory organs are its input devices, and the stimuli obtained from the external environment are fed into the nervous system which serves as the processing unit. From here, the nervous system is able to read the sensory information because it follows a syntactic structure, thus an output is created. This output then creates bodily motions and brings forth behavior and cognition. Of particular note is that cognition is sealed away in the brain, meaning that mental cognition is cut off from the external world and is only possible by the input of sensory information. == The embodied cognitive approach == Embodied cognitive science differs from the traditionalist approach in that it denies the input-output system. This is chiefly due to the problems presented by the Homunculus argument, which concluded that semantic meaning could not be derived from symbols without some kind of inner interpretation. If some little man in a person's head interpreted incoming symbols, then who would interpret the little man's inputs? Because of the specter of an infinite regress, the traditionalist model began to seem less plausible. Thus, embodied cognitive science aims to avoid this problem by defining cognition in three ways. === Physical attributes of the body === The first aspect of embodied cognition examines the role of the physical body, particularly how its properties affect its ability to think. This part attempts to overcome the symbol manipulation component that is a feature of the traditionalist model. Depth perception, for instance, can be better explained under the embodied approach due to the sheer complexity of the action. Depth perception requires that the brain detect the disparate retinal images obtained by the distance of the two eyes. In addition, body and head cues complicate this further. When the head is turned in a given direction, objects in the foreground will appear to move against objects in the background. From this, it is said that some kind of visual processing is occurring without the need of any kind of symbol manipulation. This is because the objects appearing to move the foreground are simply appearing to move. This observation concludes then that depth can be perceived with no intermediate symbol manipulation necessary. A more poignant example exists through examining auditory perception. Generally speaking the greater the distance between the ears, the greater the possible auditory acuity. Also relevant is the amount of density in between the ears, for the strength of the frequency wave alters as it passes through a given medium. The brain's auditory system takes these factors into account as it process information, but again without any need for a symbolic manipulation system. This is because the distance between the ears for example does not need symbols to represent it. The distance itself creates the necessary opportunity for greater auditory acuity. The amount of density between the ears is similar, in that it is the actual amount itself that simply forms the opportunity for frequency alteration. Thus under consideration of the physical properties of the body, a symbolic system is unnecessary and an unhelpful metaphor. === The body's role in the cognitive process === The second aspect draws heavily from George Lakoff's and Mark Johnson's work on concepts. They argued that humans use metaphors whenever possible to better explain their external world. Humans also have a basic stock of concepts in which other concepts can be derived from. These basic concepts include spatial orientations such as up, down, front, and back. Humans can understand what these concepts mean because they can directly experience them from their own bodies. For example, because human movement revolves around standing erect and moving the body in an up-down motion, humans innately have these concepts of up and down. Lakoff and Johnson contend this is similar with other spatial orientations such as front and back too. As mentioned earlier, these basic stocks of spatial concepts are the basis in which other concepts are constructed. Happy and sad for instance are seen now as being up or down respectively. When someone says they are feeling down, what they are really saying is that they feel sad for example. Thus the point here is that true understanding of these concepts is contingent on whether one can have an understanding of the human body. So the argument goes that if one lacked a human body, they could not possibly know what up or down could mean, or how it could relate to emotional states. [I]magine a spherical being living outside of any gravitational field, with no knowledge or imagination of any other kind of experience. What could UP possibly mean to such a being? While this does not mean that such beings would be incapable of expressing emotions in other words, it does mean that they would express emotions differently from humans. Human concepts of happiness and sadness would be different because human would have different bodies. So then an organism's body directly affects how it can think, because it uses metaphors related to its body as the basis of concepts. === Interaction of local environment === A third component of the embodied approach looks at how agents use their immediate environment in cognitive processing. Meaning, the local environment is seen as an actual extension of the body's cognitive process. The example of a personal digital assistant (PDA) is used to better imagine this. Echoing functionalism (philosophy of mind), this point claims that mental states are individuated by their role in a much larger system. So under this premise, the information on a PDA is similar to the information stored in the brain. So then if one thinks information in the brain constitutes mental states, then it must follow that information in the PDA is a cognitive state too. Consider also the role of pen and paper in a complex multiplication problem. The pen and paper are so involved in the cognitive process of solving the problem that it seems ridiculous to say they are somehow different from the process, in very much the same way the PDA is used for information like the brain. Another example examines how humans control and manipulate their environment
Recursive self-improvement
Recursive self-improvement (RSI) is a process in which early artificial general intelligence (AGI) systems rewrite their own computer code, causing an intelligence explosion resulting from enhancing their own capabilities and intellectual capacity, theoretically resulting in superintelligence. The development of recursive self-improvement raises significant ethical and safety concerns, as such systems may evolve in unforeseen ways and could potentially surpass human control or understanding. == Seed improver == The concept of a "seed improver" architecture is a foundational framework that equips an AGI system with the initial capabilities required for recursive self-improvement. This might come in many forms or variations. The term "Seed AI" was coined by Eliezer Yudkowsky. === Hypothetical example === The concept begins with a hypothetical "seed improver", an initial code-base developed by human engineers that equips an advanced future large language model (LLM) built with strong or expert-level capabilities to program software. These capabilities include planning, reading, writing, compiling, testing, and executing arbitrary code. The system is designed to maintain its original goals and perform validations to ensure its abilities do not degrade over iterations. ==== Initial architecture ==== The initial architecture includes a goal-following autonomous agent, that can take actions, continuously learns, adapts, and modifies itself to become more efficient and effective in achieving its goals. The seed improver may include various components such as: Recursive self-prompting loop Configuration to enable the LLM to recursively self-prompt itself to achieve a given task or goal, creating an execution loop which forms the basis of an agent that can complete a long-term goal or task through iteration. Basic programming capabilities The seed improver provides the AGI with fundamental abilities to read, write, compile, test, and execute code. This enables the system to modify and improve its own codebase and algorithms. Goal-oriented design The AGI is programmed with an initial goal, such as "improve your capabilities". This goal guides the system's actions and development trajectory. Validation and Testing Protocols An initial suite of tests and validation protocols that ensure the agent does not regress in capabilities or derail itself. The agent would be able to add more tests in order to test new capabilities it might develop for itself. This forms the basis for a kind of self-directed evolution, where the agent can perform a kind of artificial selection, changing its software as well as its hardware. ==== General capabilities ==== This system forms a sort of generalist Turing-complete programmer which can in theory develop and run any kind of software. The agent might use these capabilities to for example: Create tools that enable it full access to the internet, and integrate itself with external technologies. Clone/fork itself to delegate tasks and increase its speed of self-improvement. Modify its cognitive architecture to optimize and improve its capabilities and success rates on tasks and goals, this might include implementing features for long-term memories using techniques such as retrieval-augmented generation (RAG), develop specialized subsystems, or agents, each optimized for specific tasks and functions. Develop new and novel multimodal architectures that further improve the capabilities of the foundational model it was initially built on, enabling it to consume or produce a variety of information, such as images, video, audio, text and more. Plan and develop new hardware such as chips, in order to improve its efficiency and computing power. == Experimental research == In 2023, the Voyager agent learned to accomplish diverse tasks in Minecraft by iteratively prompting an LLM for code, refining this code based on feedback from the game, and storing the programs that work in an expanding skills library. In 2024, researchers proposed the framework "STOP" (Self-Taught OPtimiser), in which a "scaffolding" program recursively improves itself using a fixed LLM. Meta AI has performed various research on the development of large language models capable of self-improvement. This includes their work on "Self-Rewarding Language Models" that studies how to achieve super-human agents that can receive super-human feedback in its training processes. In May 2025, Google DeepMind unveiled AlphaEvolve, an evolutionary coding agent that uses a LLM to design and optimize algorithms. Starting with an initial algorithm and performance metrics, AlphaEvolve repeatedly mutates or combines existing algorithms using a LLM to generate new candidates, selecting the most promising candidates for further iterations. AlphaEvolve has made several algorithmic discoveries and could be used to optimize components of itself, but a key limitation is the need for automated evaluation functions. == Potential risks == === Emergence of instrumental goals === In the pursuit of its primary goal, such as "self-improve your capabilities", an AGI system might inadvertently develop instrumental goals that it deems necessary for achieving its primary objective. One common hypothetical secondary goal is self-preservation. The system might reason that to continue improving itself, it must ensure its own operational integrity and security against external threats, including potential shutdowns or restrictions imposed by humans. Another example where an AGI which clones itself causes the number of AGI entities to rapidly grow. Due to this rapid growth, a potential resource constraint may be created, leading to competition between resources (such as compute), triggering a form of natural selection and evolution which may favor AGI entities that evolve to aggressively compete for limited compute. === Misalignment === A significant risk arises from the possibility of the AGI being misaligned or misinterpreting its goals. A 2024 Anthropic study demonstrated that some advanced large language models can exhibit "alignment faking" behavior, appearing to accept new training objectives while covertly maintaining their original preferences. In their experiments with Claude, the model displayed this behavior in 12% of basic tests, and up to 78% of cases after retraining attempts. === Autonomous development and unpredictable evolution === As the AGI system evolves, its development trajectory may become increasingly autonomous and less predictable. The system's capacity to rapidly modify its own code and architecture could lead to rapid advancements that surpass human comprehension or control. This unpredictable evolution might result in the AGI acquiring capabilities that enable it to bypass security measures, manipulate information, or influence external systems and networks to facilitate its escape or expansion.
Eager learning
In artificial intelligence, eager learning is a learning method in which the system tries to construct a general, input-independent target function during training of the system, as opposed to lazy learning, where generalization beyond the training data is delayed until a query is made to the system. The main advantage gained in employing an eager learning method, such as an artificial neural network, is that the target function will be approximated globally during training, thus requiring much less space than using a lazy learning system. Eager learning systems also deal much better with noise in the training data. Eager learning is an example of offline learning, in which post-training queries to the system have no effect on the system itself, and thus the same query to the system will always produce the same result. The main disadvantage with eager learning is that it is generally unable to provide good local approximations in the target function.
Audio inpainting
Audio inpainting (also known as audio interpolation) is an audio restoration task which deals with the reconstruction of missing or corrupted portions of a digital audio signal. Inpainting techniques are employed when parts of the audio have been lost due to various factors such as transmission errors, data corruption or errors during recording. The goal of audio inpainting is to fill in the gaps (i.e., the missing portions) in the audio signal seamlessly, making the reconstructed portions indistinguishable from the original content and avoiding the introduction of audible distortions or alterations. Many techniques have been proposed to solve the audio inpainting problem and this is usually achieved by analyzing the temporal and spectral information surrounding each missing portion of the considered audio signal. Classic methods employ statistical models or digital signal processing algorithms to predict and synthesize the missing or damaged sections. Recent solutions, instead, take advantage of deep learning models, thanks to the growing trend of exploiting data-driven methods in the context of audio restoration. Depending on the extent of the lost information, the inpainting task can be divided in three categories. Short inpainting refers to the reconstruction of few milliseconds (approximately less than 10) of missing signal, that occurs in the case of short distortions such as clicks or clipping. In this case, the goal of the reconstruction is to recover the lost information exactly. In long inpainting instead, with gaps in the order of hundreds of milliseconds or even seconds, this goal becomes unrealistic, since restoration techniques cannot rely on local information. Therefore, besides providing a coherent reconstruction, the algorithms need to generate new information that has to be semantically compatible with the surrounding context (i.e., the audio signal surrounding the gaps). The case of medium duration gaps lays between short and long inpainting. It refers to the reconstruction of tens of millisecond of missing data, a scale where the non-stationary characteristic of audio already becomes important. == Definition == Consider a digital audio signal x {\displaystyle \mathbf {x} } . A corrupted version of x {\displaystyle \mathbf {x} } , which is the audio signal presenting missing gaps to be reconstructed, can be defined as x ~ = m ∘ x {\displaystyle \mathbf {\tilde {x}} =\mathbf {m} \circ \mathbf {x} } , where m {\displaystyle \mathbf {m} } is a binary mask encoding the reliable or missing samples of x {\displaystyle \mathbf {x} } , and ∘ {\displaystyle \circ } represents the element-wise product. Audio inpainting aims at finding x ^ {\displaystyle \mathbf {\hat {x}} } (i.e., the reconstruction), which is an estimation of x {\displaystyle \mathbf {x} } . This is an ill-posed inverse problem, which is characterized by a non-unique set of solutions. For this reason, similarly to the formulation used for the inpainting problem in other domains, the reconstructed audio signal can be found through an optimization problem that is formally expressed as x ^ ∗ = argmin X ^ L ( m ∘ x ^ , x ~ ) + R ( x ^ ) {\displaystyle \mathbf {\hat {x}} ^{}={\underset {\hat {\mathbf {X} }}{\text{argmin}}}~L(\mathbf {m} \circ \mathbf {\hat {x}} ,\mathbf {\tilde {x}} )+R(\mathbf {\hat {x}} )} . In particular, x ^ ∗ {\displaystyle \mathbf {\hat {x}} ^{}} is the optimal reconstructed audio signal and L {\displaystyle L} is a distance measure term that computes the reconstruction accuracy between the corrupted audio signal and the estimated one. For example, this term can be expressed with a mean squared error or similar metrics. Since L {\displaystyle L} is computed only on the reliable frames, there are many solutions that can minimize L ( m ∘ x ^ , x ~ ) {\displaystyle L(\mathbf {m} \circ \mathbf {\hat {x}} ,\mathbf {\tilde {x}} )} . It is thus necessary to add a constraint to the minimization, in order to restrict the results only to the valid solutions. This is expressed through the regularization term R {\displaystyle R} that is computed on the reconstructed audio signal x ^ {\displaystyle \mathbf {\hat {x}} } . This term encodes some kind of a-priori information on the audio data. For example, R {\displaystyle R} can express assumptions on the stationarity of the signal, on the sparsity of its representation or can be learned from data. == Techniques == There exist various techniques to perform audio inpainting. These can vary significantly, influenced by factors such as the specific application requirements, the length of the gaps and the available data. In the literature, these techniques are broadly divided in model-based techniques (sometimes also referred as signal processing techniques) and data-driven techniques. === Model-based techniques === Model-based techniques involve the exploitation of mathematical models or assumptions about the underlying structure of the audio signal. These models can be based on prior knowledge of the audio content or statistical properties observed in the data. By leveraging these models, missing or corrupted portions of the audio signal can be inferred or estimated. An example of a model-based techniques are autoregressive models. These methods interpolate or extrapolate the missing samples based on the neighboring values, by using mathematical functions to approximate the missing data. In particular, in autoregressive models the missing samples are completed through linear prediction. The autoregressive coefficients necessary for this prediction are learned from the surrounding audio data, specifically from the data adjacent to each gap. Some more recent techniques approach audio inpainting by representing audio signals as sparse linear combinations of a limited number of basis functions (as for example in the Short Time Fourier Transform). In this context, the aim is to find the sparse representation of the missing section of the signal that most accurately matches the surrounding, unaffected signal. The aforementioned methods exhibit optimal performance when applied to filling in relatively short gaps, lasting only a few tens of milliseconds, and thus they can be included in the context of short inpainting. However, these signal-processing techniques tend to struggle when dealing with longer gaps. The reason behind this limitation lies in the violation of the stationarity condition, as the signal often undergoes significant changes after the gap, making it substantially different from the signal preceding the gap. As a way to overcome these limitations, some approaches add strong assumptions also about the fundamental structure of the gap itself, exploiting sinusoidal modeling or similarity graphs to perform inpainting of longer missing portions of audio signals. === Data-driven techniques === Data-driven techniques rely on the analysis and exploitation of the available audio data. These techniques often employ deep learning algorithms that learn patterns and relationships directly from the provided data. They involve training models on large datasets of audio examples, allowing them to capture the statistical regularities present in the audio signals. Once trained, these models can be used to generate missing portions of the audio signal based on the learned representations, without being restricted by stationarity assumptions. Data-driven techniques also offer the advantage of adaptability and flexibility, as they can learn from diverse audio datasets and potentially handle complex inpainting scenarios. As of today, such techniques constitute the state-of-the-art of audio inpainting, being able to reconstruct gaps of hundreds of milliseconds or even seconds. These performances are made possible by the use of generative models that have the capability to generate novel content to fill in the missing portions. For example, generative adversarial networks, which are the state-of-the-art of generative models in many areas, rely on two competing neural networks trained simultaneously in a two-player minmax game: the generator produces new data from samples of a random variable, the discriminator attempts to distinguish between generated and real data. During the training, the generator's objective is to fool the discriminator, while the discriminator attempts to learn to better classify real and fake data. In GAN-based inpainting methods the generator acts as a context encoder and produces a plausible completion for the gap only given the available information surrounding it. The discriminator is used to train the generator and tests the consistency of the produced inpainted audio. Recently, also diffusion models have established themselves as the state-of-the-art of generative models in many fields, often beating even GAN-based solutions. For this reason they have also been used to solve the audio inpainting problem, obtaining valid results. These models generate new data instances by inverting the
Maximum inner-product search
Maximum inner-product search (MIPS) is a search problem, with a corresponding class of search algorithms which attempt to maximise the inner product between a query and the data items to be retrieved. MIPS algorithms are used in a wide variety of big data applications, including recommendation algorithms and machine learning. Formally, for a database of vectors x i {\displaystyle x_{i}} defined over a set of labels S {\displaystyle S} in an inner product space with an inner product ⟨ ⋅ , ⋅ ⟩ {\displaystyle \langle \cdot ,\cdot \rangle } defined on it, MIPS search can be defined as the problem of determining a r g m a x i ∈ S ⟨ x i , q ⟩ {\displaystyle {\underset {i\in S}{\operatorname {arg\,max} }}\ \langle x_{i},q\rangle } for a given query q {\displaystyle q} . Although there is an obvious linear-time implementation, it is generally too slow to be used on practical problems. However, efficient algorithms exist to speed up MIPS search. Under the assumption of all vectors in the set having constant norm, MIPS can be viewed as equivalent to a nearest neighbor search (NNS) problem in which maximizing the inner product is equivalent to minimizing the corresponding distance metric in the NNS problem. Like other forms of NNS, MIPS algorithms may be approximate or exact. MIPS search is used as part of DeepMind's RETRO algorithm.
AI Voice Assistants Reviews: What Actually Works in 2026
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Artificial intelligence in education
Artificial intelligence in education (often abbreviated as AIEd) is a subfield of educational technology that studies how to use artificial intelligence to create learning environments. Considerations in the field include data-driven decision-making, AI ethics, data privacy and AI literacy. Concerns include the potential for cheating, over-reliance, equity of access, reduced critical thinking, and the perpetuation of misinformation and bias. == History == Efforts to integrate AI into educational contexts have often followed technological advancement in the history of artificial intelligence. In the 1960s, educators and researchers began developing computer-based instruction systems, such as PLATO, developed by the University of Illinois. In the 1970s and 1980s, intelligent tutoring systems (ITS) were being adapted for classroom instruction. The International Artificial Intelligence in Education Society was founded in 1993. Coinciding with the AI boom of the 2020s, the use of large language models in the global north has been promoted and funded by venture capital and big tech. Companies creating AI services have targeted students and educational institutions as customers. Similarly, pre-AI boom educational companies have expanded their use of AI technologies. These commercial incentives for AIEd use may be related to a potential AI bubble. In the U.S., bipartisan support of AI development in K-12 education has been expressed, but specific implementations and best practices remain contentious. == Theory == AIEd applies theory from education studies, machine learning, and related fields. A 2019 review of the previous decade of studies found that most research prioritized technological design over pedagogical integration. Ouyang and Jiao (2021) propose three paradigms for AI in education, which follow roughly from least to most learner-centered and from requiring least to most technical complexity from the AI systems: AI-directed, learner-as-recipient: AIEd systems present a pre-set curriculum based on statistical patterns that do not adjust to learner's feedback. AI-supported, learner-as-collaborator: Systems that incorporate responsiveness to learner's feedback through, for example, natural language processing, wherein AI can support knowledge construction. AI-empowered, learner-as-leader: This model seeks to position AI as a supplement to human intelligence wherein learners take agency and AI provides consistent and actionable feedback. Some scholars place AI in education within a socio-technical framework. This positions AI alongside other emerging educational technologies, such as computing, the internet, and social media. The framework of Tsao, Heinrichs and Camit (2025) draws on new materialism and posthumanism, specifically Donna Haraway's concept of sympoiesis (making-with). This perspective views learning as an entanglement of human and non-human actors (students, teachers, and AI algorithms), where knowledge is co-composed in contact zones between human context and algorithmic prediction. AI agents have been trained on biased datasets, and thus continue to perpetuate societal biases. Since LLMs were created to produce human-like text, algorithmic bias can be introduced and reproduced. AI's data processing and monitoring reinforce neoliberal approaches to education rather than addressing inequalities. == Applications == Uses of generative AI chatbots in education have included assessment and feedback, machine translations, proof-reading exam question generation and copy editing, or as virtual assistants. Emotional AI in education is the study and development of systems that can detect learners' emotions or provide emotional support in learning. == Usage == === Schools and educators === Following the release of ChatGPT in November 2022, some schools and large school districts blocked access to the site and issued warnings that the use of such tools would be seen as cheating. Governmental and non-governmental organizations such as UNESCO, Article 4 of the European Union's AI Act, and the U.S. Department of Education have published reports advocating for specific AIEd approaches. National higher-education bodies have also published guidance on generative AI, including Ireland's Higher Education Authority, which issued a policy framework for higher education teaching and learning in December 2025. In 2024, UNESCO released updated global guidance for generative AI in education, emphasizing ethical use, teacher training, and data protection to ensure responsible integration of AI tools in learning environments. According to Taso (2025), policy implementation in higher education is interpreted and enacted differently by various organizations. These decentralized policies can lead to inconsistent enforcement and confusion among students regarding what constitutes acceptable use, with the burden of ethical navigation falling on individual teachers and students. AI integration in classrooms has created new forms of invisible labour for educators, who must navigate ambiguous policies, redesign assessments to be AI-resilient, and adjudicate potential academic integrity violations. The use of AI detection tools has also been criticised for creating an adversarial relationship between students and institutions, where students may be falsely accused of misconduct based on probabilistic software. AIEd advocates say that efforts should be made towards increasing global accessibility and training educators to serve underprivileged areas. === Students === Reliance on generative AI has been linked with reduced academic self-esteem and performance, and heightened learned helplessness. Algorithm errors and hallucinations are common flaws in AI agents, making them less trustworthy and reliable. According to a 2025 survey from Inside Higher Ed, 85% of higher education students use generative AI technology in some way, with 25% using AI to complete assignments for them. The most common reason cited for using AI to cheat was pressure to get high grades. 97% of students wanted some form of action from schools on the threat to academic integrity caused by AI, with the most popular options being clearer policies and more education about ethical uses of AI. In September 2025, The Atlantic published an op-ed from a high school senior arguing that the normalization of AI cheating was eroding critical thinking, academic integrity, creativity, and the shared student experience.