Learning alone: Language models, overreliance, and the goals of education

The development and ubiquitous availability of large language model based systems (LLMs) poses a plurality of potentials and risks for education in schools and universities. In this paper, we provide an analysis and discussion of the overreliance concern as one specific risk: that students might fail to acquire important capacities, or be inhibited in the acquisition of these capacities, because they overly rely on LLMs. We use the distinction between global and local goals of education to guide our investigation. In our view, the harm of LLM overreliance is specifically that it severs the connection between local educational goals (e.g., solving a specific math problem) and global educational goals (e.g., acquiring general skills for mathematics). Based on this analysis, we sketch three possible responses to the overreliance concern: preserving the educational goals while distinguishing admissible from inadmissible uses of LLMs (a conservative approach), changing global and local educational goals (a revisionary perspective), and preserving global educational goals while changing local goals (an in-between view). Since different types of responses have different benefits and weaknesses, we think that it is likely that an optimal response ultimately combines elements from all three types.