This article explores the growing dependency on artificial intelligence in education and introduces the concept of the “automation abyss”, a new digital divide separating learners who retain agency from those who rely on AI-mediated experiences. Drawing on classroom observations, research on the Budding Botanist Paradox, and studies such as the Penn AI tutoring trial, the author argues that automation is not just improving efficiency but eroding core learning processes like struggle, inquiry, and human connection. Through examples from coursework and digital citizenship training, the article highlights a concerning feedback loop: teachers, students, and edtech companies increasingly use AI to replace, rather than support, authentic learning. To address this, the author proposes a framework centered on human checkpoints, critical reflection on automation, and self-awareness in technology use. Ultimately, the article calls for a shift toward “augmented pedagogy” that enhances rather than automates the learning experience.