"New York City Imposes One-Year Moratorium on Generative AI in Schools"
Generative AI
AI systems that produce text, images, or audio in response to user prompts.
Large Language Model (LLM)
An AI model trained on vast text data that predicts the next word using probability.
Artificial Intelligence (AI) refers to the simulation of human cognitive functions, learning, reasoning, and problem-solving, in machines. Generative AI is a subset that can produce text, images, audio, and other content in response to prompts. Tools such as large language models (LLMs) have rapidly entered classrooms worldwide, raising fundamental questions about their impact on learning, child development, and mental health.
The debate over technology in schools is not new. Earlier waves of concern surrounded television, video games, and social media. Each time, policymakers faced the same tension: new technology offers genuine educational benefits, but unregulated access can harm children. The difference with generative AI is speed and scale. A student can now outsource not just research but reasoning itself to an AI tool, making it harder for educators to assess genuine understanding.
Globally, regulatory responses have varied. The EU AI Act classifies certain AI systems used in education, particularly those evaluating learning outcomes, as high-risk, requiring transparency and human oversight. Norway recommends against generative AI access for students in grades one to seven. Australia has adopted a national framework for responsible AI use rather than a blanket ban. The UAE is moving in the opposite direction, embedding AI curricula across all public and private schools and training tens of thousands of educators.
Generative AI in education presents a dual-use problem. On the positive side, AI tools can personalise learning, reduce administrative burden on teachers, assist students with disabilities, and improve access to quality content in under-resourced schools. On the negative side, over-reliance can erode critical thinking, reduce productive struggle, shorten attention spans, and create dependency.
Research evidence is beginning to clarify this tension. A 2026 CEPR discussion paper examining over 26,000 students in China over 30 months found that generative AI access raised homework scores by 18% and cut completion time by 30%. However, closed-book examination scores for the same students fell by 20% after roughly six months. This pattern, short-term performance gains masking long-term learning deficits, is central to the policy debate. …
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Which of the following statements with regard to Large Language Models (LLMs) used in machine learning is/are correct?
1.LLMs assign probabilities to the next possible word and then pick the one with the highest probability.
2.LLMs process data through mathematical optimization to minimise prediction errors.
3.LLMs produce unbiased outputs.
Select the answer using the code given below:
Consider the following statements with respect to the AI Impact Summit, 2026 held in New Delhi:
1.The Summit's intellectual framework was based on three foundational Sutras: People, Planning, and Progress.
2.The Preamble of the Summit stresses Democratising AI Resources, which acknowledges the Charter for Democratic Diffusion of AI as a binding framework to support locally relevant innovation and strengthen resilient AI ecosystems while respecting national laws.
3.The New Delhi Declaration on AI Impact was structured around seven Chakras (Pillars), which included Access for Social Empowerment, AI for Science, and Secure and Trusted AI.
Which of the statements given above is/are correct?
Consider the following statements regarding the regulation of Artificial Intelligence in school education globally:
1.The EU AI Act classifies AI systems used to evaluate student learning outcomes as high-risk.
2.Norway recommends that students in grades one to seven should not be given access to generative AI.
3.The United Arab Emirates has imposed a moratorium on AI tools in schools pending a national review.
4.A 2026 CEPR study found that generative AI access improved homework scores but reduced closed-book examination scores after six months.
How many of the above statements are correct?
Which of the following correctly matches a country or jurisdiction with its approach to generative AI in school education?
1.European Union — Risk-based regulation classifying educational assessment AI as high-risk
2.Norway — National AI curriculum across all public and private schools
3.Australia — National framework for responsible and ethical use of generative AI
4.United Arab Emirates — Moratorium on student-facing generative AI for lower grades
Select the correct answer using the code given below:
With reference to the findings of the Brookings Institution's Centre for Universal Education on generative AI in schools, consider the following statements:
1.The review analysed over 400 studies and interviewed educators and students across 50 countries.
2.It concluded that the potential harms of generative AI in primary and secondary education currently outweigh the benefits.
3.It found that tailored AI applications with proper safeguards cannot enrich learning and should be prohibited.
Which of the statements given above is/are correct?
A 2026 CEPR discussion paper studying over 26,000 students in China over 30 months found which of the following effects of generative AI access on student performance?
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