A New York Times opinion column argues that many artificial intelligence (AI) companies are aggressively targeting college students as a lucrative and vulnerable customer base, tapping into academic anxiety, skills gaps, and the stress of job market uncertainty to drive adoption of their tools. Critics contend that these firms are offering services and platforms that position AI as a shortcut or essential aid for students — often before higher education institutions have developed thoughtful strategies for responsible use and learning outcomes in a digital age.
The piece highlights concerns that AI providers see students — especially those overwhelmed by coursework, deadlines, and career pressure — as a prime demographic to hook early, conditioning them on proprietary tools without sufficient emphasis on critical thinking, ethics, or long-term skill development. Vice deans and education observers have bluntly described this as companies “looking at college students as a strapped customer base to hook when they are most stressed.” This concern reflects a broader unease about commodification of learning, where technological convenience can overshadow foundational educational goals.
Critics also warn that this dynamic can worsen academic integrity and equity issues. With students widely adopting AI for brainstorming, summaries, and answers, some educators fear that reliance on these platforms could dilute genuine learning, critical reasoning, and problem-solving skills — especially if students use AI as a substitute for grappling with difficult concepts on their own. Research on AI in education highlights similar worries about over-reliance reducing depth of understanding and academic self-esteem.
Finally, the opinion calls for colleges to take back leadership of the educational experience — by integrating AI thoughtfully, setting clear policies, and helping students develop AI fluency rather than addiction. Rather than letting tech companies define how students learn, critics urge institutions to redefine curricula, assignments, and assessments so that AI tools augment learning and reflect ethical judgment, not just convenience.
