Background: Artificial Intelligence (AI) and Generative AI (GenAI) are increasingly integrated into educational and professional settings, offering personalized learning, productivity gains, and enhanced engagement. However, excessive reliance may compromise critical thinking, autonomous problem-solving, and emotional regulation among youth (i.e., adolescents and young adults) and early-career professionals. Aim: This review examines the cognitive, educational, and behavioral impacts of AI and GenAI use in youth, highlighting implications for their responsible integration in learning and professional development. Methods: A narrative review was conducted, synthesizing empirical studies, psychometric instruments, and international policy frameworks addressing AI engagement. Emphasis was placed on cognitive, behavioral, educational, and ethical dimensions across youth and early-career professionals. Results: AI enhances learning efficiency, creativity, and professional decision-making but may also foster cognitive offloading, dependency, and addiction-like behaviors. Instruments such as the Conversational AI Dependence Scale (CAIDS) and the Problematic ChatGPT Use Scale (PCGUS) help identify maladaptive patterns. Effective strategies include structured pedagogy, human oversight, reflective practice, AI literacy, and ethical guidance. Paradoxically, higher AI competence and trust may increase reliance, underscoring the need for guided and balanced engagement. Conclusions: Responsible AI integration requires multidimensional approaches combining instructional scaffolding, metacognitive strategies, supervision, and governance to preserve autonomy, professional judgment, and cognitive development in youth.
Giansanti et al. (2026) studied this question.