I think, therefore IB

Many of us in IB classrooms are noticing an increase in students using AI to ‘assist’ wirh their IAs, Extended Essays, and TOK essays. But the question isn’t how do we stop students using AI? The better question is: why are they turning to it in the first place?

In most cases, AI use is a symptom of deeper issues:

• Incomplete research skills: Students struggle with framing research questions, analysing sources, and building arguments. These are central to the Diploma Programme, but many students need more scaffolding earlier in the process.
• Poor time management: Extended tasks require sustained effort over months. Students often leave things too late, then panic. AI feels like an easy fast-fix.
• Language challenges: Academic writing in English is daunting for many. AI offers fluent, polished prose many DP students may not feel capable of producing on their own.
• Crushing pressure to achieve: IB students feel immense pressure — from parents, universities, and themselves — to secure top grades. The fear of underperforming leads some to seek ‘perfect’ answers generated by AI.
• Fear of failing IB standards: With rubrics, formal assessments, and high expectations, many students lose confidence and look for safety nets.

So, what can we do?

• Build explicit research and inquiry instruction into the curriculum early and often.
• Break large assignments into manageable milestones with frequent check-ins.
• Offer targeted academic writing support, especially for non-native speakers.
• Create a classroom culture that values process over perfection — encourage drafts, reflection, and feedback.
• Provide emotional support to ease anxiety around performance and failure.

AI is not the problem — unmet needs are. If we strengthen our teaching around these core areas, we empower students to rely on their own thinking, which is exactly what the Diploma Programme is designed to develop.

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