Is Education Falling into the Automation Abyss? Why Struggle and Human Connection is Essential for Learning in an AI-Driven World

Abstract

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 eroding core learning processes like struggle, inquiry and human connection. The article calls for a shift toward “augmented pedagogy” that enhances rather than automates the learning experience.

Version history

the same DOI resolves to every version

• Version 2 reviewed · Sep 2025 Reviewed version. Penn trial data added. Current version.
• Version 1 unreviewed · May 2025 Initial rapid publication.

References

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• Bastani, H., et al. (2024). Generative AI Can Harm Learning. SSRN.

  doi.org/10.2139/ssrn.4895486

• Hawkinson, E. (2025). Beyond the Automation Abyss. Together Learning.

  doi.org/10.62883/YLOQ2827