Teacher warns of literacy problems caused by AI after resigning as a teacher
In recent days, the testimony of Hannah Maria, a former English teacher who decided to resign after only three years in the classroom, has sparked a heated debate about the impact of artificial intelligence on education and, in particular, on literacy among younger generations. Her farewell video, recorded without filters or scripts, has reached over one million views on social media, turning into a public denunciation of a worrying trend: the growing disinterest of students in learning how to read, write, and think for themselves.
Hannah expressed her frustration that a significant portion of her students cannot read properly—not because they lack the ability, but because they have grown up relying on devices and programs that read content for them. She pointed out that this technological dependence, far from fostering basic skills, is crippling students’ ability to focus, comprehend text, and think critically. Her most striking example is that many students no longer bother to learn how to write a résumé or cover letter, simply turning to tools like ChatGPT to do it for them.
From her perspective, the solution requires a drastic change: limiting access to technology at an early age and, in some cases, restricting its use until students reach college. For Hannah, this is not a step backward but an urgent defense of academic formation and intellectual independence. In her view, technology should be a complementary tool, not a substitute for personal effort or the discipline required to learn.
This case takes on special relevance in a context where artificial intelligence has become increasingly accessible and omnipresent in classrooms, especially in key subjects such as English, math, and social studies. While this accessibility can facilitate certain processes, it is also creating a dangerous gap between the knowledge students “receive” passively and what they truly absorb and understand. Hannah warns that AI not only impacts reading and writing skills but also the ability to think critically, analyze information, and develop independent opinions.
Her experience as a teacher in an environment where children prefer to delegate their tasks to a machine rather than face the intellectual challenge of solving them themselves led her to conclude that something fundamental is being lost. It’s not just about grades or academic performance, but about preparing citizens equipped to navigate a complex and competitive world.
This testimony reflects a growing concern among parents, educators, and experts: Is modern education preparing children to be independent thinkers or merely consumers of information processed by algorithms? Hannah’s warning is not just a personal complaint but a wake-up call about a generation that could reach adulthood without the essential skills needed to function autonomously.
At its core, her message is clear: literacy cannot depend on an electronic device or intelligent software. Reading, writing, and critical thinking are skills that must be developed through effort, practice, and human guidance. If these processes continue to be replaced by instant technological solutions, the social and cultural cost could be irreparable.
Her resignation is not a silent retreat but an act of protest against an educational system that, in her opinion, is giving too much power to screens and too little to the teaching of essential human skills. The fact that her video has reached such a wide audience shows that this is a topic resonating with millions of people who are concerned about the direction education is taking in the digital age.
