Siya Shah is the one of the winners of the Harbinger Prize 2025. This is her winning entry.

Ever since AI (artificial intelligence) became integrated in everyday life, the human ability to truly empathise and have thoughts independent from technology vanished.

Types of artificial intelligence range from chatbots such as ChatGPT, social media algorithms, and digital assistants across many platforms. These have a variety of applications and are used by all kinds of age groups.

However, it is only in the past few years that AI is being used to complete individual tasks rather than as a tool for assistance. In addition, the ability of generative AI to create fake media – books, music, photos – introduces problems with copyright and threatens the authentic job market.

Technology used to be a tool to circulate information within society. Now, it is humanity that takes the backseat, while the automatisation of technology has been collectively entrusted by members of all levels of society to take over day-to-day tasks.

This is not out of curiosity. People have become complacent with the use of technology and AI, and it is gradually damaging their critical thinking skills and overall adaptability. For students, the unmonitored use of technology is a double-edged sword.

A strong indicator of the mark of technology in this digital era is the idea that technological advancements are beginning to closely resemble reality to the point that the lines between fake media and authentic news are becoming blurred. Author and cultural critic Ted Gioia questions whether democracy is even possible in this kind of world. It is not yet clear how likely it is that human innovation will be replaced by efficient automatisation.

Even so, the effects on the human psyche are already evident. In the past, there was a digital divide: those who did not have free access to the internet did not have the same awareness of reality as those who did. Now, however, there is an analogous issue, whereby AI and technology are so deeply integrated into human society that no one has the exact same understanding of a shared reality as someone else.

Two people living in the same house could have entirely different outlooks on the same event. This happens as a byproduct of having a plethora of information available at your fingertips, and simply not knowing where to click.

It is not people who have changed, but the technology.

 

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Impact of Covid-19

After the Covid-19 pandemic, many children and young adults experienced a listlessness akin to cognitive dissonance. Many young children and adolescents struggle with effective communication and forming genuine bonds as it is. The periods of isolation caused by the pandemic impacted social interaction in a crucial way.

The pandemic took place at a sensitive time in the childhoods of younger generations – this affected their social behaviour, energy levels and the self-sufficient coping mechanisms that develop with experience.

This is not merely a generational struggle, but a dilemma that has been widely researched by psychologists, and is the result of human nature and social rules.

Give in or resist

In the dystopian society of his novel 1984, George Orwell describes a catastrophic world in which the citizens of Oceania willingly abide by psychological barriers that prevent them from forming their own opinions or taking in any information not mandated by the Party. It’s hard work to condition one’s mind to suppress one’s instincts in such a way. However, once achieved, there is a startling lack of resilience or determination required to keep up this mental inertia.

The approach that many individuals have towards AI, and technology in general, risks a similar loss of autonomy. Once students give in to the temptation of getting AI to do their work, then having a decent work ethic, confidence in one’s own skills and a responsible outlook on learning are no longer tangible realities.

This corresponds to observations I have made of my public school teachers, who say they see a lack of resilience in the students. For this reason, some of them have opted to return to handwritten assessments, exams, notes and research. In fact, many educators are worried about the “increased neediness” of their pupils.

Educators in North America who I have spoken to are well aware of the struggles young people face, and the imminent reality of a dwindling job market; many of them vocalise the perils of AI to other educators and children, recognising that there is no quick-fix solution to such a deep-rooted issue,

However, with the support of institutions and organisations, and laws against the misuse of technology, there will come a time where young people sharing a common trajectory can again have faith in themselves without a self-centred fear of failure.

The idea that value stems solely from results and one’s skills is an outdated strategy that attempts to control individuals and make them feel secure in other people’s perceptions. The danger is they risk losing (or, in some cases, never truly finding) a personal sense of self.