The Phenomenon of “Epistemic Fragility” in Educational Systems with Integrated AI: Investigating the Growing Dependence on External Intelligent Systems
Abstract
This paper examines the emerging phenomenon of “epistemic fragility” in educational environments increasingly integrated with artificial intelligence technologies. As AI systems become ubiquitous in learning contexts, concerns grow about students' diminishing capacity for independent critical thinking and knowledge construction. Through comparative and inductive analysis, this research conceptualizes epistemic fragility as the progressive deterioration of learners' intellectual autonomy and metacognitive capabilities resulting from systematic dependence on AI systems. The paper proposes a conceptual framework for “epistemic resilience” that balances AI integration with the development of metacognitive monitoring, critical evaluation skills, and intellectual self-sufficiency. The proposed approach introduces the concept of “cognitive scaffolding” as a methodological foundation for transforming AI from a knowledge-providing tool to a catalyst for independent thinking development. While acknowledging limitations related to the theoretical nature of the framework and need for empirical validation, this research addresses a fundamental challenge facing contemporary education: maintaining intellectual autonomy in an era of pervasive artificial intelligence systems that increasingly shape how knowledge is accessed, evaluated, and constructed.