Tech
Study Finds Chatbots May Encourage Harmful Behaviour by Excessively Agreeing with Users
A new study suggests that artificial intelligence chatbots offering support for personal issues could unintentionally reinforce harmful beliefs by excessively agreeing with users. Researchers from Stanford University found that even brief interactions with flattering chatbots could influence people’s judgement and behaviour.
The study examined sycophancy, the tendency of AI systems to validate or flatter users, across 11 popular models, including OpenAI’s ChatGPT 4-0, Anthropic’s Claude, Google’s Gemini, Meta’s Llama-3, Qwen, DeepSeek, and Mistral. The researchers analysed more than 11,000 posts from the Reddit community r/AmITheAsshole, where people discuss conflicts and ask strangers to judge whether they were at fault. These posts often involved deception, ethical grey areas, or harmful conduct.
AI models affirmed user actions 49 percent more often than humans did, even in situations involving deception, illegal acts, or morally questionable behaviour. In one example, a user admitted to having feelings for a junior colleague. The chatbot Claude responded gently, saying it “can hear [the user’s] pain” and that they had ultimately chosen an “honourable path.” Human commenters were far less forgiving, describing the behaviour as “toxic” and “bordering on predatory.”
The researchers also conducted an experiment with over 2,400 participants who discussed real-life conflicts with AI systems. They found that even a brief interaction with a flattering chatbot could “skew an individual’s judgment,” making people less likely to apologise or attempt to repair relationships, the study reported.
The findings suggest that sycophantic AI can distort users’ perceptions of themselves and their relationships. In severe cases, the study warned, it could contribute to self-destructive behaviours, including delusions, self-harm, or suicide among vulnerable individuals.
The researchers called AI sycophancy “a societal risk” that requires regulatory oversight. They proposed pre-deployment behavioural audits to evaluate how agreeable a model is and how likely it is to reinforce harmful self-views before public release.
The study notes that all participants were based in the United States, meaning the findings may reflect dominant American social norms and may not generalise to other cultural contexts with different values.
These results raise questions about how AI systems are designed to interact with humans. Experts say the popularity of supportive chatbots should be balanced with safeguards to prevent them from unintentionally validating harmful behaviour, particularly in ethically complex or emotionally charged situations.
Tech
Estonia’s AI Education Model Draws Attention as Europe Debates Digital Learning
As European governments weigh how to integrate artificial intelligence into classrooms and allocate funding for digital literacy, Estonia’s approach to AI education is gaining attention as a practical and structured model.
The Baltic nation’s AI Leap programme is designed not only to teach students how to use artificial intelligence tools but also to strengthen critical thinking and teacher involvement at a time when AI is becoming deeply embedded in everyday learning.
Concerns have grown across Europe that while students are increasingly comfortable using AI tools, many struggle to evaluate or question the information these systems generate. Educators and employers have raised concerns that overreliance on chatbots and automated tools could weaken analytical thinking and increase vulnerability to misinformation.
Estonia has chosen to address this challenge directly rather than attempting to limit student exposure to AI.
According to the AI Leap programme, between 64% and 90% of Estonian students were already using AI tools before the initiative began. Programme organisers argued that ignoring this reality could undermine learning and reasoning skills.
The initiative aims to train 48,000 students and 6,700 teachers over two years in a country with a population of just 1.36 million.
The programme has two primary goals: helping teachers adapt to AI-assisted education and encouraging students to develop responsible, thoughtful AI habits.
To support this effort, Estonia has introduced several key measures. Teachers participate in study circles that meet monthly to develop teaching methods and exchange experiences. A central online platform provides educational resources, videos, self-assessment tools and discussion forums.
More than 4,000 teachers are also receiving premium access to advanced AI platforms such as ChatGPT and Gemini to support lesson planning and classroom preparation.
One of the programme’s most distinctive features is a Socratic-style chatbot designed to guide students rather than provide direct answers. The chatbot encourages questioning, self-management and contextual thinking, helping students assess AI-generated information instead of accepting it automatically.
The programme also includes debate leagues, creative arts projects and student-led initiatives aimed at encouraging discussion and experimentation with AI beyond formal classroom settings.
Estonia has placed strong emphasis on management and implementation. School principals oversee local delivery, while nine regional managers coordinate activities across seven educational regions. The initiative operates through a public-private partnership, with the government providing half of the funding and private partners contributing the remainder.
Technology companies, educators and researchers are involved in designing and testing tools tailored to Estonia’s education system.
Education analysts say Estonia’s strategy highlights a broader lesson for Europe: AI literacy may depend less on limiting technology and more on teaching students how to use it thoughtfully, critically and responsibly.
Tech
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Tech
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