In a recent LinkedIn post, Nithin Kamath discusses a concerning trend highlighted by recent PISA (Programme for International Student Assessment) results, which measure the academic performance of 15-year-olds globally. Kamath expresses alarm over the observed decline in reading and maths skills among students worldwide, suggesting that while the COVID-19 pandemic may have contributed, a more persistent, long-term trend appears to be at play. He then pivots to the burgeoning influence of Artificial Intelligence (AI) and its potential to exacerbate these issues.
The AI Effect on Personal Skills
Kamath draws a personal parallel to illustrate his concerns about AI’s impact on skill development. He admits that his own writing process is now heavily mediated by AI tools like ChatGPT and Claude. This reliance, he explains, diminishes the incentive to refine his own grammar and writing mechanics, leading to a perceived degradation in his ability to write effectively without AI assistance.
“Because I know AI will fix my grammar and typos, there’s less incentive to get them right in the first place. And over time, I genuinely feel like my writing without AI is getting worse.”
This self-reflection leads Kamath to question the implications for the younger generation. He ponders whether a similar cognitive outsourcing is occurring within his own tech teams, referencing a conversation with Kailash Nadh that offers little reassurance.
Navigating the Future for Children
The core of Kamath’s concern lies in how to best guide children in an AI-pervasive world. He articulates a central dilemma: on one hand, there’s a need for children to develop fundamental skills through practice and error-making, without prematurely outsourcing their thinking and problem-solving to AI. On the other hand, he acknowledges the necessity of equipping them with the ability to effectively use AI, which will undoubtedly be a significant part of their future lives.
Kamath posits that human nature, which tends to favor ease over difficulty, will likely lead to widespread reliance on AI for cognitive tasks.
“The problem with humans is that, given a choice between an easy thing and a hard thing, we’ll almost always choose the easy path. The same applies to AI. Even if it can help us think and do more, I think most of us will end up outsourcing a lot of our thinking and doing to it.”
He reflects on the potential societal consequences, drawing a stark comparison to the satirical film “Idiocracy,” which depicts a future where human intelligence has significantly declined.
A Dystopian Parallel?
Kamath shared a poignant postscript about the film “Idiocracy,” which depicts a future where average intelligence has plummeted, leaving the protagonist as the smartest person alive. This reference underscores his apprehension about the long-term societal implications if AI leads to a widespread atrophy of critical cognitive functions.
“All of this makes me wonder what the right approach is with kids. On the one hand, you don’t want them outsourcing thinking, writing, problem-solving, etc., before they’ve learnt how to do these things themselves by making mistakes. On the other hand, if they’re growing up in a world where AI will be a big part of their lives, you want them to be good at using it.”
The article, drawing on data from The Economist’s presentation of PISA results, highlights Nithin Kamath’s call for a thoughtful approach to integrating AI into education and personal development, emphasizing the risk of cognitive decline if not managed carefully.
📝 About This Content
This article is based on insights shared by Nithin Kamath on LinkedIn.
📅 Originally posted on September 10, 2026 | View original post on LinkedIn →