Study Warns Heavy Reliance on AI Is Undermining Homework Skills of Hong Kong Students

Nearly one in four students in Hong Kong are unable to complete their homework without the help of artificial intelligence, according to a new study that has raised concerns about the impact of AI on learning, problem-solving, and independent thinking. The findings have prompted calls for clearer rules and a centralised platform to guide how AI is used in schools.

The study, released by a leading Hong Kong think tank, found that artificial intelligence tools are now used by an overwhelming majority of students. Around 95 per cent of respondents said they regularly rely on AI for schoolwork, including homework, research, and exam preparation. While many students described AI as helpful and time-saving, researchers warned that excessive dependence is starting to weaken core academic skills.

According to the findings, nearly 25 per cent of students surveyed said they struggled to finish assignments without AI assistance. Educators involved in the research said this signals a shift in how students approach learning, with some relying on automated answers rather than developing their own reasoning and analytical abilities. The concern is particularly acute for younger students, whose foundational skills are still forming.

Researchers said AI is most commonly used to summarise texts, generate essay drafts, solve mathematics problems, and rephrase answers. While these tools can support learning when used responsibly, the study found that many students treat them as shortcuts rather than aids. In some cases, students admitted to submitting AI-generated work with little understanding of the underlying concepts.

The think tank behind the study has called for the creation of a centralised AI platform for schools across Hong Kong. The idea is to provide approved tools with built-in safeguards, age-appropriate features, and clear guidance for both teachers and students. Supporters argue that a unified system would reduce misuse while ensuring equal access, rather than leaving students to navigate a patchwork of commercial tools on their own.

Educators say the challenge is not banning AI, but integrating it in a way that strengthens learning rather than replacing it. Teachers interviewed for the study said AI can be valuable for personalised feedback, language learning, and revision, but only if students are taught how to question, verify, and build on what the technology produces. Without that guidance, they warn, students risk becoming passive consumers of information.

The study also highlighted gaps in teacher training. Many teachers reported feeling unprepared to manage AI use in the classroom or to detect over-reliance in homework submissions. Researchers said professional development and updated assessment methods are urgently needed, including more in-class work, oral assessments, and project-based learning that emphasises critical thinking.

Parents expressed mixed feelings about AI in education. Some welcomed tools that reduce stress and help children keep up with demanding workloads, while others worried that constant reliance on technology could harm long-term academic development. Several parents said they were unsure how much AI use was appropriate or how to monitor it effectively.

The findings come as Hong Kong positions itself as a regional hub for technology and innovation. While policymakers have encouraged digital skills and AI literacy, the study suggests that safeguards have not kept pace with adoption in schools. Researchers warned that without clear standards, the education system risks prioritising efficiency over understanding.

The think tank urged education authorities to act quickly, saying the goal should be to ensure students learn with AI, not instead of thinking. As artificial intelligence becomes a permanent feature of classrooms, the study concludes, the real test will be whether schools can harness its benefits without sacrificing the skills that education is meant to build.