Researchers have found that the impact of artificial intelligence (AI) on younger school children's learning and thinking abilities is still not well understood. Hilde Storrøsæter, a Ph.D. research fellow at the Norwegian University of Science and Technology's Department of Teacher Education, noted that "it is striking how little solid knowledge we have about how AI use affects basic skills in younger pupils." In a recent study, Storrøsæter and colleagues from Czech universities analyzed 173 international research articles on the use of generative AI in schoolwork and education. Their findings, published in the Journal of Information Technology Education: Research, aimed to explore whether AI tools enhance or hinder children and young people's ability to think critically and solve problems on their own. Storrøsæter emphasized that AI itself is neutral—it does not inherently improve or worsen thinking skills. However, the technology can have both positive and negative effects depending on how it is used. When AI is used to challenge students, ask thought-provoking questions, compare different viewpoints, and help build reasoning, it supports essential learning skills. On the other hand, when AI becomes a shortcut for ready-made answers, it may lead to overreliance on the technology, shallow thinking, and a reduced ability to solve problems independently. Recent data from the Norwegian Media Authority shows a significant drop in the use of Google searches among 9- to 18-year-olds, from 72% in 2024 to 47% in 2026. The report also found that 39% of Norwegian 11- to 12-year-olds use AI. Meanwhile, traffic to ung.no, Norway's online platform for young people, declined from 24 million to 18 million visits between 2024 and 2025. This shift is linked to young people turning to AI tools for answers, as well as the introduction of AI summaries by Google. The study reviewed research from 2022 through early 2025 and identified several key gaps in knowledge. These included a lack of studies focused specifically on children and young people, a reliance on self-reported data (which can be less accurate), and a geographic bias, with most studies coming from South Asia, Southeast Asia, and East Asia—particularly China—with fewer studies from Africa, South America, and Central Asia. Among the studies reviewed, positive effects of AI on critical thinking were more frequently reported than negative ones, though many studies noted both positive and negative outcomes. Storrøsæter stressed the importance of teacher education in preparing educators to use and critically evaluate AI, as well as to teach students how to use it effectively. She emphasized that "students need to understand what technology does to the learning process itself." The researchers warned that if AI is used without critical thinking, it could widen the gap between those who use it as a learning tool and those who use it merely to complete tasks quickly. They called for increased AI literacy to protect and develop critical thinking, problem-solving, source evaluation, and the ability to make independent judgments.