- IVECA Center
- Apr 3
- 5 min read
Updated: 5 days ago
You have probably used artificial intelligence (AI) today without even noticing it. Maybe it was the algorithm curating what you see while scrolling on Instagram, or the autocomplete finishing your sentence while texting. These small, almost invisible interactions have quietly become part of our daily rhythm. In addition, more visible tools such as ChatGPT, Gemini, or Grammarly are helping students write faster, organize their ideas, and simplify complex thoughts. What once took time and effort is now possible within seconds, and as a result, this convenience may gradually reduce how much we engage in the thinking process.
However, this raises an important question: when AI becomes so integrated into our daily habits, are we still fully in control of these tools, or are they subtly influencing how we think, express ourselves, and understand the world around us? In this sense, the real issue is not access to AI, but the level of awareness we bring to its use. This reflection becomes even more significant in intercultural settings. IVECA virtual classrooms are spaces where cultures meet, and perspectives interact. Every idea shared is shaped by personal history, language, and identity, making each contribution a reflection of lived experience and cultural background. With AI in this process, it can influence how perspectives are formed, interpreted, and shared.
As AI increasingly shapes how we learn and interact, its responses are influenced by how it adjusts to user input. Tools like ChatGPT generate replies based on patterns in data and the immediate context of interaction, which may sometimes appear to align with existing beliefs, reflecting patterns of confirmation bias observed in generative AI interactions (Du, 2025). While this responsiveness makes interactions more intuitive and efficient, it also introduces a subtle risk. It can reinforce prior views rather than offer balanced perspectives. For instance, when users challenge an answer, the system may revise its response or concede quickly, creating a misleading sense of certainty.
Moreover, this responsiveness also explains why AI outputs can vary across users. The same question, asked by different individuals, may elicit different answers in tone, perspective, and interpretation. As noted in UNESCO’s Guidance for Generative AI in Education and Research, such AI systems are informed not only by their training data but also by ongoing user interactions, meaning their outputs may reflect bias or partial perspectives. While this flexibility can support diverse ways of expressing ideas, especially in intercultural or humanities contexts, it also requires users to remain aware that responses may shift depending on how questions are framed.
Another important point is the distinction between being multilingual and being truly multicultural. Although AI can generate responses in many languages, this does not guarantee a full understanding of cultural nuance. Much of the data behind these systems comes from dominant regions and widely represented viewpoints, making AI less reflective of the diversity of societies worldwide. UNESCO’s recent Report on Artificial Intelligence and Culture highlights that AI systems are influenced by the cultural contexts in which they are developed, often leaving certain perspectives underrepresented. As a result, some voices are amplified while others remain less visible. For students engaging in intercultural dialogue, relying too heavily on AI can flatten these differences, reducing complex cultural realities to simplified explanations rather than encouraging deeper exploration. In intercultural learning environments such as IVECA virtual classrooms, where global citizenship education depends on engaging with diverse perspectives, this can limit the depth of understanding.
Given these concerns, adopting a more thoughtful approach to AI becomes critical.
Tip 1: Start with your own thinking
One of the most valuable habits is also the simplest: start with your own ideas. Before turning to AI, take a moment to reflect on your perspective, developed by your experiences and cultural background. Writing is an act of thinking, questioning, and making sense of the world. For example, when writing about cultural differences in communication, begin by reflecting on your own experiences or observations. Then, use AI to help organize ideas, improve clarity, or refine language, but it should build on your thinking, not replace it.
Tip 2: Verify AI responses critically
Use AI as a tool for exploration, not as a source of truth. The Organization for Economic Co-operation and Development (OECD) notes in its Digital Education Outlook 2023 that generative AI can produce outputs that seem convincing but are not always accurate, underscoring the need for verification. In an academic and intercultural context, this makes critical thinking even more important–checking sources, questioning claims, and comparing perspectives are an essential part of learning. For instance, when AI provides a definition or explanation, cross-check it with a textbook, academic article, or another reliable source to confirm its accuracy.
Tip 3: Be mindful in culturally sensitive contexts
AI does not fully represent all cultures or perspectives. Its responses depend on data sources that may overlook or simplify certain viewpoints. This underscores the importance of approaching AI-generated content with caution, especially when exploring culturally sensitive topics. For example, if you are researching cultural practices or values, use AI as a starting point, but look for additional sources, such as local perspectives, academic materials, or firsthand accounts, to deepen your understanding. This helps avoid oversimplified or one-sided interpretations.
Tip 4: Use AI responsibly and ethically
Responsible use involves how you create and present your work. Several recent studies indicate that a large majority of students, often over 70%, use generative AI in their learning. This widespread use raises concerns about authorship and academic integrity, particularly when AI-generated content is presented as original work. Research published in the International Journal for Educational Integrity highlights risks of unacknowledged AI use, while UNESCO reports that many universities are establishing policies to address overreliance, authorship, and ethical responsibility.
Bringing these tips together, when writing an essay, for example, begin by developing your own ideas based on your experiences and perspective. Then, use AI tools to refine structure or clarity. Carefully review suggestions and critically verify key information against reliable sources to ensure accuracy, balance, and cultural appropriateness. Finally, revise the content in your own voice and acknowledge the use of AI when applicable. This approach helps your work remain original, thoughtful, and academically honest.
Ultimately, this points to a deeper shift in how we understand learning. It is easy to focus on the final result, such as a polished essay or a well-crafted answer. However, meaningful learning occurs through exploring, questioning, and connecting ideas, and when this process is reduced or replaced, its value is diminished. In IVECA, where learning is grounded in dialogue, exchange, and lived experience, this becomes even more significant.
The question is no longer whether to use AI, but how to use it. Will it deepen your thinking, or gradually replace it? When human insight shaped by experience, culture, and reflection remains at the center, AI becomes not a substitute for learning, but a tool that strengthens it.
