学校研究人员对173项国际研究进行了文献综述，评估生成式AI对9至18岁学生学习和思维能力的影响1。这项覆盖2022年春季至2025年春季期间的研究发现，AI工具本身既不会增强也不会削弱批判性思维和问题解决能力，其作用完全取决于使用方式1。研究者Storrøsæter表示："AI本身不会让我们在思考方面变得更好或更差。我们发现了明显的双重效应。同一技术既可以做好事，也可以做坏事"1。在139项关于AI对批判性思维影响的研究中，67项仅报告正面效果，33项仅报告负面效果，39项则既有正面也有负面效果1。
与此同时，挪威青少年的搜索习惯发生显著变化1。该国9至18岁用户使用Google搜索的比例从2024年的72%下降到2026年的47%，越来越多的年轻人转向AI工具寻求答案1。39%的挪威11至12岁儿童已经在使用AI1。挪威青少年在线信息平台ung.no的访问量也出现下滑，从2024年的2400万下降到2025年的1800万1。
不过研究团队指出了数据局限性问题1。在173项研究中，80%的参与者是大学或大专学生，儿童和青少年的样本数据严重不足1，这意味着关于年轻用户群体的实际影响仍需进一步深入调查。
School researchers have conducted a literature review of 173 international studies examining how generative artificial intelligence affects learning and critical thinking among students aged 9 to 18.1 The analysis, which covered research published between spring 2022 and spring 2025, reveals a nuanced picture: AI itself neither enhances nor diminishes critical thinking and problem-solving abilities, but rather its impact depends entirely on how it is used.1 When employed as a thinking tool, AI can be beneficial, whereas using it as a shortcut to bypass reflection may foster over-reliance and shallow reasoning.1
The shift in search behavior among young users is pronounced. In Norway, Google search usage among 9- to 18-year-olds declined from 72 percent in 2024 to 47 percent in 2026, with more young users turning to AI tools for answers instead.1 Among Norwegian children aged 11 to 12, 39 percent now use AI.1 Meanwhile, traffic to ung.no, an online information platform for Norwegian teenagers aged 13 to 20, dropped from 24 million visits in 2024 to 18 million in 2025.1
However, significant gaps in the research base limit the findings' applicability to younger users. Among the 173 studies reviewed, 80 percent of participants were university or tertiary education students, leaving a severe shortage of data on children and adolescents.1 When focusing specifically on AI's effect on critical thinking, of 139 studies examined, 67 reported only positive effects, 33 reported only negative effects, and 39 documented both positive and negative outcomes.1 Researcher Hilde Storrøsæter noted: "AI itself will not make us better or worse at thinking. We found a clear dual effect. The same technology can do good and do bad."1
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