Danish students face first exams without AI tools they rely on
Danish high school students who have grown accustomed to using artificial intelligence throughout their studies are now preparing for final exams without access to the technology, raising concerns among educators and experts, DR Nyheder reports.
The first generation of AI-savvy students must now perform without tools like chatbots, which have been banned from exam settings. While AI can be used to enhance learning—such as correcting grammar or providing feedback—experts warn that over-reliance on the technology for tasks like generating ideas or writing entire assignments risks undermining students’ own skills.
“The more we outsource to a chatbot, the more we lose,” said Anders Søgaard, a professor of computer science at the University of Copenhagen. He cautioned that students who use AI to bypass critical thinking may struggle when they no longer have access to it during exams.
AI as a learning tool, not a shortcut
Experts emphasize that AI should be used to deepen understanding rather than replace effort. Helene Friis Ratner, a professor at the Technical University of Denmark, noted that while AI can provide quick answers, students risk missing opportunities to practice and learn.
“If you’re tired or distracted, it’s hard not to use AI as a shortcut,” she said. “But then you’re really just cheating yourself.”
Nanna Inie, an associate professor at IT University of Copenhagen, suggested reversing the typical use of AI: instead of asking the tool for answers, students could have it pose questions to them, forcing deeper engagement with the material.
Practical applications include using AI for feedback on drafts, clarifying difficult concepts, or language practice—methods that support learning without replacing it.
Systemic pressures drive AI dependence
A recent survey found that about 90% of Danish high school students use AI tools for schoolwork. Experts argue this reflects a broader issue in education, where performance is rewarded over the learning process itself.
“Our system prioritizes polished results, not the messy, slow work of learning,” said Ratner. Inie added that education should focus on growth, not just output: “The goal isn’t to submit something perfect—it’s to learn something in the process.”
Experts agree that the rise of AI presents an opportunity to rethink exams and teaching. Søgaard suggested shifting assessments to emphasize uniquely human skills that AI cannot replicate, such as critical analysis and creativity.
However, Inie cautioned that placing the burden solely on students to use AI responsibly may be unfair without clearer guidance from educators.
The debate comes as Denmark’s first AI-native students navigate exams under new restrictions, testing both their preparedness and the adaptability of the education system.