ChatGPT or the lecturer: exploring silent AI reliance and lecturer-student interaction in classroom learning

The rapid adoption of ChatGPT in higher education has introduced new opportunities for learning while also raising concerns about students’ increasing reliance on artificial intelligence (AI). One emerging concern is “silent reliance,” referring to students’ use of ChatGPT to obtain immediate answers or explanations during learning without actively seeking assistance or clarification from their lecturers. Although ChatGPT can provide convenient and immediate learning support and may reduce students’ hesitation to ask questions publicly, excessive reliance on AI may potentially weaken direct lecturer–student interaction and reduce opportunities for meaningful classroom communication. This conceptual paper discusses the potential implications of silent reliance on ChatGPT for classroom engagement, critical thinking, student participation, and the feedback process between lecturers and students. Drawing on previous literature on generative AI, student reliance, engagement, and the role of human interaction in education, the paper argues that over-reliance on AI may limit opportunities for lecturers to identify students’ misconceptions, understand their learning difficulties, and provide personalised guidance. The discussion further highlights the importance of maintaining a balance between technological assistance and human interaction in higher education. Rather than replacing lecturer–student communication, ChatGPT should be positioned as a supplementary learning tool that supports rather than replaces human teaching and guidance. The paper concludes by proposing practical considerations for educators to encourage active classroom participation, meaningful lecturer–student interaction, and responsible integration of ChatGPT into teaching and learning.