Excessive GenAI reliance risks undermining foundational ICT knowledge, supporting supervised in-person assessment of foundational content¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The document analysis found that excessive reliance on GenAI can hinder development of essential foundational knowledge such as computational thinking, programming logic, and fundamental computing, motivating supervised in-person assessment of foundational content. → Ahangama 2026

Evidence¶

Ahangama 2026¶

Ahangama. (2026). Designing assessments in the generative AI era: A tailored assessment framework for ICT tertiary education. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-026-00582-0

q2 · i? · qualitative · r2

Finding from the Assessment Strategies theme of the thematic analysis, reported across multiple analysed documents. It grounds the recommended strategy of assessing foundational ICT content through supervised, in-person formats to ensure students have genuinely mastered key principles.

"Excessive reliance on GenAI can hinder the development of essential foundational knowledge and pose challenges as students enter the workforce, especially in fields requiring deep understanding of core concepts like computational thinking, programming logic, and fundamental computing"

Discussion¶

Learner Variables¶

• Digital Literacy — outcome: instruction changes it

Related Claims¶

• Teachers raise big-picture concerns about GenAI including surveillance, over-reliance, reduced teacher collaboration, job replacement, and training needs — related
• Engineering students come to view mastering GenAI as crucial as other engineering skills, driven by labour-market expectations, alongside widespread uncertainty about over-reliance — related
• Excessive dependence on AI may reduce human interaction and dehumanize adult education — related
• GenAI-era ICT assessment reform requires a whole-of-institution transformation across seven sequential themes — a broader claim this one bears on
• Faculty members and students anticipate AI will transform education and professions, sharing concerns that excessive dependence could weaken cognitive skills — related
• Reliance, trust, and dependency are distinct constructs requiring separate measurement from AI-literacy totals — related
• GenAI consolidates multiple core pedagogical functions within a single technological interface, a scaling effect qualitatively distinct from prior educational tools — related
• Over-reliance on GAI risks weakening teaching and social presence and depriving students of foundational skill development — a broader claim this one bears on
• Teachers express concern that student overreliance on AI may degrade independent thinking and hands-on scientific skills — related
• Easy access to AI-generated answers may reduce learners' motivation to engage deeply with material — related