{
  "id": 9727,
  "url": "https://doi.org/10.3389/fpsyg.2025.1550621",
  "title": "The cognitive paradox of AI in education: between enhancement and erosion",
  "summary": "problems in student retention and critical thinking in 206 vocational education students in the Akwa Ibom State, Nigeria. The results showed that AI posed significant threats to the male students showing more concern than their female peers. While AI aids vocational education, it has the potential to reduce cognitive engagement because the students may accept passively the information provided by AI without critical scrutiny (Ododo et al., 2024). The study emphasizes the need for AI-powered lear",
  "authors": "Binny Jose, Jaya Cherian, Alie Molly Verghis, Sony Mary Varghise, S. Mumthas, Sabine Joseph",
  "category": "research",
  "topics": "children-education",
  "orgs": null,
  "regions": "africa",
  "published_at": "2025-04-14T00:00:00.000Z",
  "fetched_at": "2026-07-14T16:34:00.820Z",
  "source_slug": "openalex",
  "source_name": "OpenAlex",
  "source_homepage": "https://openalex.org",
  "ethics_ai_record_url": "https://ethics.ai/record/9727",
  "original_url": "https://doi.org/10.3389/fpsyg.2025.1550621",
  "evidence_status": "source-only",
  "attribution": "via ethics.ai"
}