Abstract:

The rapid expansion of artificial intelligence chatbots has significantly reshaped adolescents’ learning environments. These systems provide immediate feedback, conversational explanations, and personalized assistance, often simulating dialogue-based learning experiences. While such tools may enhance accessibility and engagement, their widespread use also introduces structural challenges related to cognitive autonomy, critical thinking development, and epistemic authority. Adolescents are at a formative developmental stage in which reasoning skills, identity construction, and evaluative judgment are still maturing. In this context, persistent interaction with conversational artificial intelligence may influence how young learners attribute credibility, process information, and construct knowledge.

This study examines adolescent interaction with AI chatbots from a developmental and educational governance perspective. It identifies three structural risk dimensions: substitution of reasoning processes through automated reliance, diminished source verification practices, and increased attribution of authority to algorithmic responses. Rather than framing chatbots as inherently harmful or beneficial, the paper argues that their educational impact depends on structured pedagogical mediation.

A governance-oriented intervention model is proposed, grounded in critical artificial intelligence literacy, supervised classroom integration, and proportional institutional regulation. The model integrates structured disclosure of chatbot use, guided reflective practices, and teacher training aimed at preserving analytical competence while leveraging technological innovation. By reframing chatbot integration as an architectural educational issue rather than a disciplinary problem, the study contributes to discussions on responsible artificial intelligence implementation in secondary education and offers a framework for curriculum development and policy design.

Keywords:

AI chatbots, Adolescence, Critical thinking, Digital literacy, Educational governance.