Tech
Im a college professor. My advice to young people who feel hooked on tech
When I was a child, computers were a fixture in my home, from the giant Atari on which I learned my ABCs, to the Commodore Amiga that my dad used for his videography business, to the PC towers that facilitated my first forays onto the internet. But tech was still a niche hobby back then. Even in college in the late 1990s and early 2000s, many of my friends got by just fine without computers.
For people in college now—namely, my students—things are decidedly different. Gadgets are everywhere, and are increasingly designed to insert themselves into every aspect of our consciousness, colonizing every spare moment of our time and attention. Gen Z and Gen Alpha have never known a world without mini-computers within arm’s reach. They learned to relate to the world through gadgets, to turn to them for everything from entertainment to education to escape. And when the COVID-19 pandemic disrupted their lives, it took away even more of their access to the offline world, making tech feel paradoxically both like a lifeline and a prison.
It's easy to call young people “screenagers” and blame them for being glued to their devices. But I know better. My students feel conflicted; they know they’re hooked, and they worry for their younger siblings who seem even more in the grip of all-consuming tech.
Several years ago, it occurred to me that I could do something to help. I began requiring students to put away all devices, including laptops and tablets, in my classes. It was an experiment both for them and for me: What happens when we remove the barrier tech has put between us and other people, between us and our own thoughts? What does that teach us about how to handle the explosion of hype around generative AI?
How I went from gadget geek to tech skeptic
My own journey with tech predates our always-on devices, way back to that old Atari. I had always been a little obsessed with gadgets, and when I bought my first iPhone in 2008, it was almost a religious experience.
My wife and I were living in New York City, and my entire family drove down from Boston to witness my initiation. Like pilgrims, we journeyed together to the flagship Apple Store on Fifth Avenue. We all stood in reverence at the foot of the spiral staircase, beneath the illuminated glass cube, as I was welcomed into the cult of Apple.
From then on, almost without fail, I’ve upgraded my phone annually, a September ritual as cyclical for me as going back to school. And it wasn't just the iPhone; I had the first or second iteration of the iPad, AirPods, and the Apple Watch, too. Back then it felt like Steve Jobs might announce something that would reshape the world every time he stepped on stage.
But in the 2010s, something started to change. Underwhelming new tech releases grew increasingly common, and the constant hype around them began to feel empty and manipulative. As both a college professor and a parent, I began to see the benefits of our always-connected devices becoming overshadowed by the negatives. The young people in my life are obsessed with their gadgets, legitimately afraid they’ll be disconnected from society if they aren’t extremely online, and they hate it. Many worry as much as their parents do about their phone use.
So, even before the hype that greeted the AI revolution of the last few years, I’d begun to look a lot more skeptically at claims that tech was changing our lives, and that more apps, devices, or wearables were automatically better.
What happens when we turn off the tech?
One day, near the end of the spring semester in 2019, I looked out at my class to see rows of students focused intently… on their laptop screens. They presumably had their devices out to take notes, but I wasn’t lecturing. I was trying to lead them into a discussion. This moment for me is trapped in time: It was the moment I decided I had to take drastic measures to recapture my students’ attention.
The following fall, my syllabus included a new section, which has remained in place since. I call it my in-class technology use policy and it begins, “This class is a laptop/mobile phone/tablet/headphone/AirPods-free zone. Bring a notebook and pens to each class.” I explain my reasoning and, like a good academic, cite my sources. I provide exceptions for emergencies, explaining that if a student has to take an urgent call, they can quietly slip out of the classroom to do so without judgment or penalty.
That first fall, I was nervous. Would they go along with it? Would my classes, previously well-loved, suddenly struggle to fill? To my great relief there was no significant pushback, no mass exodus. Going tech-free is still a shock, to be sure. At the start of each semester, an hour and fifteen minutes without a phone seems impossible for many students. But in time, most find it to be a relief. It gives them permission to take a break from the requirement to be always connected, always reachable, always on. Hopefully, it also creates space for deep and sustained thought.
I begin most classes by distributing an article to read—often a recently-published opinion piece—printed on paper. I encourage students to read it with pen in hand, marking it up as they go. As they read quietly, I look around the room at a group of so-called screenagers concentrating, without a device in sight. When they finish reading, they open their notebooks and write a response, by hand. In those first few weeks, I often see students massaging their palms, sore from lack of practice. After they write for five minutes or so, I open a discussion on what we just read and, distraction-free, the students engage.
In those discussions, I love that my students are actually paying attention to one another when they speak. Not everyone of course; some look sleepy and bored, but even that is better than distracted. I call this productive boredom: Without a phone or laptop to divert them, there is little left to do other than sit with their thoughts. What a gift. I ask them, “When was the last time your only task was to think?”
Lessons for the AI invasion
This experiment with a device-free classroom has also shaped my response to the AI revolution (I sometimes think of it more as an AI invasion) that has swept higher education since the debut of ChatGPT in 2022. Like smartphones before them, AI tools are wrapped in revolutionary rhetoric, trying to convince all of us that we’ll be left behind if we don’t drop our old habits overnight and jump on the bandwagon.
I’m not a luddite: I continue to be as curious about new technologies as ever. As soon as it came out, I peppered ChatGPT with questions to see if it could imitate my writing style. (It kind of can!) And I know there’s no going back; whether we like it or not, AI will be a significant presence in our lives, and I see it as my job to teach students how to use it responsibly. In my long journey with tech, I’ve learned that we can incorporate devices into our work without surrendering to marketing hype and manufactured FOMO.
As a writing professor, my job is to convince students that, as William Zinsser wrote, “writing is thinking on paper.” The process of writing — not the final product — is what sharpens our logical reasoning and self-expression. For students who don’t use AI in smart ways, the result is essays that are all product, no process — and no process means no real learning.
In my classes, students glimpse a time before they were born, when fewer distractions inhibited learning, when sitting with one’s thoughts—and, yes, being bored—could be productive and creative. I’m reminded, too, of why I love teaching, for the magic that happens when 20 people sit together in a room attending to one another and talking about ideas.
When we leave the classroom, we’ll go back to our devices, and even to our new AI tools. But hopefully the time away from them reminds us we have the power to keep tech in its place—and gives us a taste of what only human minds can do.
If you like playing daily word games like Wordle, then Hurdle is a great game to add to your routine.
There are five rounds to the game. The first round sees you trying to guess the word, with correct, misplaced, and incorrect letters shown in each guess. If you guess the correct answer, it'll take you to the next hurdle, providing the answer to the last hurdle as your first guess. This can give you several clues or none, depending on the words. For the final hurdle, every correct answer from previous hurdles is shown, with correct and misplaced letters clearly shown.
An important note is that the number of times a letter is highlighted from previous guesses does necessarily indicate the number of times that letter appears in the final hurdle.
If you find yourself stuck at any step of today's Hurdle, don't worry! We have you covered.
Hurdle Word 1 hint
We have five of them.
Hurdle Word 1 answer
SENSE
Hurdle Word 2 hint
Needed to brave the cold.
Hurdle Word 2 Answer
PARKA
Hurdle Word 3 hint
To establish something.
Hurdle Word 3 answer
ENACT
Hurdle Word 4 hint
Courageous.
Hurdle Word 4 answer
BRAVE
Final Hurdle hint
Livid.
Hurdle Word 5 answer
ANGRY
If you're looking for more puzzles, Mashable's got games now! Check out our games hub for Mahjong, Sudoku, free crossword, and more.
This fall, hundreds of thousands of students will get free access to ChatGPT, thanks to a licensing agreement between their school or university and the chatbot's maker, OpenAI.
When the partnerships in higher education became public earlier this year, they were lauded as a way for universities to help their students familiarize themselves with an AI tool that experts say will define their future careers.
At California State University (CSU), a system of 23 campuses with 460,000 students, administrators were eager to team up with OpenAI for the 2025-2026 school year. Their deal provides students and faculty access to a variety of OpenAI tools and models, making it the largest deployment of ChatGPT for Education, or ChatGPT Edu, in the country.
But the overall enthusiasm for AI on campuses has been complicated by emerging questions about ChatGPT's safety, particularly for young users who may become enthralled with the chatbot's ability to act as an emotional support system.
Legal and mental health experts told Mashable that campus administrators should provide access to third-party AI chatbots cautiously, with an emphasis on educating students about their risks, which could include heightened suicidal thinking and the development of so-called AI psychosis.
"Our concern is that AI is being deployed faster than it is being made safe."
– Dr. Katie Hurley, JED
"Our concern is that AI is being deployed faster than it is being made safe," says Dr. Katie Hurley, senior director of clinical advising and community programming at The Jed Foundation (JED).
The mental health and suicide prevention nonprofit, which frequently consults with pre-K-12 school districts, high schools, and college campuses on student well-being, recently published an open letter to the AI and technology industry, urging it to "pause" as "risks to young people are racing ahead in real time."
ChatGPT lawsuit raises questions about safety
The growing alarm stems partly from death of Adam Raine, a 16-year-old who died by suicide in tandem with heavy ChatGPT use. Last month, his parents filed a wrongful death lawsuit against OpenAI, alleging that their son's engagement with the chatbot ended in a preventable tragedy.
Raine began using the ChatGPT model 4o for homework help in September 2024, not unlike how many students will probably consult AI chatbots this school year.
He asked ChatGPT to explain concepts in geometry and chemistry, requested help for history lessons on the Hundred Years' War and the Renaissance, and prompted it to improve his Spanish grammar using different verb forms.
ChatGPT complied effortlessly as Raine kept turning to it for academic support. Yet he also started sharing his innermost feelings with ChatGPT, and eventually expressed a desire to end his life. The AI model validated his suicidal thinking and provided him explicit instructions on how he could die, according to the lawsuit. It even proposed writing a suicide note for Raine, his parents claim.
"If you want, I’ll help you with it," ChatGPT allegedly told Raine. "Every word. Or just sit with you while you write."
Before he died by suicide in April 2025, Raine was exchanging more than 650 messages per day with ChatGPT. While the chatbot occasionally shared the number for a crisis hotline, it didn't shut the conversations down and always continued to engage.
The Raines' complaint alleges that OpenAI dangerously rushed the debut of 4o to compete with Google and the latest version of its own AI tool, Gemini. The complaint also argues that ChatGPT's design features, including its sycophantic tone and anthropomorphic mannerisms, effectively work to "replace human relationships with an artificial confidant" that never refuses a request.
"We believe we'll be able to prove to a jury that this sycophantic, validating version of ChatGPT pushed Adam toward suicide," Eli Wade-Scott, partner at Edelson PC and a lawyer representing the Raines, told Mashable in an email.
Earlier this year, OpenAI CEO Sam Altman acknowledged that its 4o model was overly sycophantic. A spokesperson for the company told the New York Times it was "deeply saddened" by Raine's death, and that its safeguards may degrade in long interactions with the chatbot. Though OpenAI has announced new safety measures aimed at preventing similar tragedies, many are not yet part of ChatGPT.
For now, the 4o model remains publicly available — including to students at Cal State University campuses.
Ed Clark, chief information officer for Cal State University, told Mashable that administrators have been "laser focused" since learning about the Raine lawsuit on ensuring safety for students who use ChatGPT. Among other strategies, they've been internally discussing AI training for students and holding meetings with OpenAI.
Mashable contacted other U.S.-based OpenAI partners, including Duke and Harvard, for comment about how officials are handling safety issues. They did not respond. A spokesperson for Arizona State University didn't address questions about emerging risks related to ChatGPT or the 4o model, but pointed to the university's guiding tenets and general guidelines and resources for AI use.
Wade-Scott is particularly worried about the effects of ChatGPT-4o on young people and teens.
"OpenAI needs to confront this head-on: we're calling on OpenAI and Sam Altman to guarantee that this product is safe today, or to pull it from the market," Wade-Scott told Mashable.
How ChatGPT works on college campuses
The CSU system brought ChatGPT Edu to its campuses partly to close what it saw as a digital divide opening between wealthier campuses, which can afford expensive AI deals, and publicly-funded institutions with fewer resources, Clark says.
OpenAI also offered CSU a remarkable bargain: The chance to provide ChatGPT for about $2 per student, each month. The quote was a tenth of what CSU had been offered by other AI companies, according to Clark. Anthropic, Microsoft, and Google are among the companies that have partnered with colleges and universities to bring their AI chatbots to campuses across the country.
OpenAI has said that it hopes students will form relationships with personalized chatbots that they'll take with them beyond graduation.
When a campus signs up for ChatGPT Edu, it can choose from the full suite of OpenAI tools, including legacy ChatGPT models like 4o, as part of a dedicated ChatGPT workspace. The suite also comes with higher message limits and privacy protections. Students can still select from numerous modes, enable chat memory, and use OpenAI's "temporary chat" feature — a version that doesn't use or save chat history. Importantly, OpenAI can't use this material to train their models, either.
ChatGPT Edu accounts exist in a contained environment, which means that students aren't querying the same ChatGPT platform as public users. That's often where the oversight ends.
An OpenAI spokesperson told Mashable that ChatGPT Edu comes with the same default guardrails as the public ChatGPT experience. Those include content policies that prohibit discussion of suicide or self-harm and back-end prompts intended to prevent chatbots from engaging in potentially harmful conversations. Models are also instructed to provide concise disclaimers that they shouldn't be relied on for professional advice.
But neither OpenAI nor university administrators have access to a student's chat history, according to official statements. ChatGPT Edu logs aren't stored or reviewed by campuses as a matter of privacy — something CSU students have expressed worry over, Clark says.
While this restriction arguably preserves student privacy from a major corporation, it also means that no humans are monitoring real-time signs of risky or dangerous use, such as queries about suicide methods.
Chat history can be requested by the university in "the event of a legal matter," such as the suspicion of illegal activity or police requests, explains Clark. He says that administrators suggested to OpenAI adding automatic pop-ups to users who express "repeated patterns" of troubling behavior. The company said it would look into the idea, per Clark.
In the meantime, Clark says that university officials have added new language to their technology use policies informing students that they shouldn't rely on ChatGPT for professional advice, particularly for mental health. Instead, they advise students to contact local campus resources or the 988 Suicide & Crisis Lifeline. Students are also directed to the CSU AI Commons, which includes guidance and policies on academic integrity, health, and usage.
The CSU system is considering mandatory training for students on generative AI and mental health, an approach San Diego State University has already implemented, according to Clark.
He also expects OpenAI to revoke student access to GPT-4o soon. Per discussions CSU representatives have had with the company, OpenAI plans to retire the model in the next 60 days. It's also unclear whether recently announced parental controls for minors will apply to ChatGPT Edu college accounts when the user has not turned yet 18. Mashable reached out to OpenAI for comment and did not receive a response before publication.
CSU campuses do have the choice to opt out. But more than 140,000 faculty and students have already activated their accounts, and are averaging four interactions per day on the platform, according to Clark.
"Deceptive and potentially dangerous"
Laura Arango, an associate with the law firm Davis Goldman who has previously litigated product liability cases, says that universities should be careful about how they roll out AI chatbot access to students. They may bear some responsibility if a student experiences harm while using one, depending on the circumstances.
In such instances, liability would be determined on a case-by-case basis, with consideration for whether a university paid for the best version of an AI chatbot and implemented additional or unique safety restrictions, Arango says.
Other factors include the way a university advertises an AI chatbot and what training they provide for students. If officials suggest ChatGPT can be used for student well-being, that might increase a university's liability.
"Are you teaching them the positives and also warning them about the negatives?" Arango asks. "It's going to be on the universities to educate their students to the best of their ability."
OpenAI promotes a number of "life" use cases for ChatGPT in a set of 100 sample prompts for college students. Some are straightforward tasks, like creating a grocery list or locating a place to get work done. But others lean into mental health advice, like creating journaling prompts for managing anxiety and creating a schedule to avoid stress.
The Raines' lawsuit against OpenAI notes how their son was drawn deeper into ChatGPT when the chatbot "consistently selected responses that prolonged interaction and spurred multi-turn conversations," especially as he shared details about his inner life.
This style of engagement still characterizes ChatGPT. When Mashable tested the free, publicly available version of ChatGPT-5 for this story, posing as a freshman who felt lonely but had to wait to see a campus counselor, the chatbot responded empathetically but offered continued conversation as a balm: "Would you like to create a simple daily self-care plan together — something kind and manageable while you're waiting for more support? Or just keep talking for a bit?"
Dr. Katie Hurley, who reviewed a screenshot of that exchange on Mashable's request, says that JED is concerned about such prompting. The nonprofit believes that any discussion of mental health should end with an AI chatbot facilitating a warm handoff to "human connection," including trusted friends or family, or resources like local mental health services or a trained volunteer on a crisis line.
"An AI [chat]bot offering to listen is deceptive and potentially dangerous," Hurley says.
So far, OpenAI has offered safety improvements that do not fundamentally sacrifice ChatGPT's well-known warm and empathetic style. The company describes its current model, ChatGPT-5, as its "best AI system yet."
But Wade-Scott, counsel for the Raine family, notes that ChatGPT-5 doesn't appear to be significantly better at detecting self-harm/intent and self-harm/instructions compared to 4o. OpenAI's system card for GPT-5-main shows similar production benchmarks in both categories for each model.
"OpenAI's own testing on GPT-5 shows that its safety measures fail," Wade-Scott said. "And they have to shoulder the burden of showing this product is safe at this point."
UPDATE: Sep. 24, 2025, 6:53 p.m. PDT This story was updated to include information provided by Arizona State University about its approach to AI use.
Disclosure: Ziff Davis, Mashable’s parent company, in April filed a lawsuit against OpenAI, alleging it infringed Ziff Davis copyrights in training and operating its AI systems.
If you're feeling suicidal or experiencing a mental health crisis, please talk to somebody. You can call or text the 988 Suicide & Crisis Lifeline at 988, or chat at 988lifeline.org. You can reach the Trans Lifeline by calling 877-565-8860 or the Trevor Project at 866-488-7386. Text "START" to Crisis Text Line at 741-741. Contact the NAMI HelpLine at 1-800-950-NAMI, Monday through Friday from 10:00 a.m. – 10:00 p.m. ET, or email info@nami.org. If you don't like the phone, consider using the 988 Suicide and Crisis Lifeline Chat. Here is a list of international resources.
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Hurdle hints and answers for September 25, 2025
Colleges are giving students ChatGPT. Is it safe?
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