Artificial intelligence (AI) is rapidly being integrated into educational contexts, promising personalized support and increased efficiency. However, growing evidence suggests that the uncritical adoption of AI may produce unintended harms that extend beyond individual learning outcomes to affect broader societal goals. This paper examines the societal implications of AI in education through an integrative framework with four interrelated dimensions: cognition, agency, emotional well-being, and ethics. Drawing on research from education, cognitive science, psychology, and ethics, we synthesize existing evidence to show how AI-driven cognitive offloading, diminished learner agency, emotional disengagement, and surveillance-oriented practices can mutually reinforce one another. We argue that these dynamics risk undermining critical thinking, intellectual autonomy, emotional resilience, and trust, capacities that are foundational both for effective learning and also for democratic participation and informed civic engagement. Moreover, AI's impact is contingent on design and governance: pedagogically aligned, ethically grounded, and human-centered AI systems can scaffold effortful reasoning, support learner agency, and preserve meaningful social interaction. By integrating fragmented strands of prior research into a unified framework, this paper advances the discourse on responsible AI in education and offers actionable implications for educators, designers, and institutions. Ultimately, the paper contends that the central challenge is not whether AI should be used in education, but how it can be designed and governed to support learning while safeguarding the social and civic purposes of education.

翻译：人工智能正迅速融入教育领域，其承诺提供个性化支持并提升效率。然而，越来越多的证据表明，不加批判地采用人工智能可能产生超出个体学习成果的意外危害，影响更广泛的社会目标。本文通过一个包含四个相互关联维度——认知、能动性、情感福祉与伦理——的综合框架，审视了人工智能在教育中的社会影响。借鉴教育学、认知科学、心理学和伦理学的研究，我们综合现有证据，阐明了人工智能驱动的认知卸载、学习者能动性削弱、情感疏离以及以监控为导向的实践如何相互强化。我们认为，这些动态机制可能损害批判性思维、智力自主性、情感韧性和信任，而这些能力既是有效学习的基础，也是民主参与和知情公民参与的基础。此外，人工智能的影响取决于其设计与治理：与教学法一致、以伦理为基础且以人为本的人工智能系统，能够支撑费力的推理过程，支持学习者的能动性，并维护有意义的社会互动。通过将先前零散的研究整合到一个统一的框架中，本文推进了关于教育领域负责任人工智能的讨论，并为教育工作者、设计者和机构提供了可行的启示。最终，本文主张，核心挑战不在于人工智能是否应用于教育，而在于如何设计和治理人工智能，使其在支持学习的同时，守护教育的社会与公民目的。