Generative Artificial Intelligence and Expertise Development among Generation Z: A Critical Review of Cognitive Offloading, Critical Thinking, and AI Literacy

Abstract

Generative AI has opened new possibilities for explanations, summarization, translation, feedback, and content creation. It has been quickly embraced by young people and has opened possibilities for customization and accessibility but has also been associated with cognitive offloading, academic integrity, automation bias and the long-term development of expertise. This narrative review is structured around the interdisciplinary literature to explore the potential impact of generative artificial intelligence (GAI) on knowledge acquisition, memory, critical thinking, independent reasoning, deliberate practice, and professional judgment, specifically focusing on Generation Z, with evidence collected from peer-reviewed research, foundational cognitive and educational literature, official policy reports, and institutional guidance up to June 13, 2026. So far, there is no evidence that can be used deterministically to infer that AI has a negative impact on cognition. Rather, results are highly dependent on the design, instruction, supervision, and utilization of the tools. Structured applications can enhance explanation, feedback, reflection, and higher order thinking. On the other hand, uncritical and substitution use can lead to lesser intellectual engagement, false confidence, and cover up deficiencies in competence. Access to information generated should thus not be considered synonymous with knowledge expertise. Responsible AI-literacy framework is proposed where learners try to do things, test evidence, check outputs, reveal the use of AI and demonstrate their independence periodically. The question is not if it is used, but if young people can maintain human agency, accountability, and opportunities for ongoing learning within institutions.