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During the back-to-school season, presidents of Peking University, Fudan University, Southern University of Science and Technology, and other universities all mentioned the same keyword in their opening ceremony speeches—artificial intelligence. Facing the freshmen被称为 the "AI-native generation," the presidents' first lesson was to call on everyone to avoid over-reliance on AI and to be wary of "cognitive offloading," "illusory mastery," and "outsourcing of thinking."

Today, "when in doubt, ask AI" has become the norm. A survey of 1,953 undergraduates from more than 400 universities nationwide showed that 99.18% of respondents use AI. Asking AI for angles when answering questions, asking AI to search for materials when preparing reports, asking AI to build frameworks for papers... From problem creation, logical argumentation, and knowledge retrieval to even thought deduction, it can be said that AI has deeply intervened in the entire chain of university knowledge learning.

What is even more alarming is that AI is present throughout the whole process and is showing a strong tendency to overshadow the host. Many teachers sigh that it is no longer possible to judge whether students have learned from the completeness of their assignments. Perhaps for a well-structured paper or a profound reading response to a classic, all the student has done is converse with AI. Efficiency has certainly improved, but the parts that are skipped, such as reading the original text, sorting out ideas, and even the seemingly boring summarization of data, are all foundational thinking training. If the only requirement is that "students submit assignments" and "teachers complete instruction," without achieving improvement in ability and cognition, then in essence it is a purely token-burning "educational idling."