Beyond Prompting: Biological Memory, Cognitive Offloading, and Human Expertise in the Age of GenAI

Authors

  • Meena Jha College of ICT, School of Engineering and Technology, Central Queensland University, Sydney, NSW 2000, Australia Author
  • Stephen Colbran College of Law, School of Business and Law, Central Queensland University, Brisbane, QLD 4701, Australia Author
  • Ken Purnell School of Education and the Arts, Centre for Research in Equity & Advancement of Teaching & Education (CREATE), Central Queensland University, Rockhampton North, QLD 4700, Australia Author

DOI:

https://doi.org/10.55578/fepr.2607.009

Keywords:

Generative artificial intelligence, cognitive offloading, biological memory, higher education, human expertise, cognitive decline

Abstract

Generative artificial intelligence (GenAI) is driving unprecedented changes in higher education by enabling students to outsource complex cognitive tasks, including writing, summarisation, reasoning, and problem-solving. While these technologies offer accessibility, personalisation, and educational support, they raise concerns regarding cognitive offloading, eroding biological memory, and development of human expertise. This paper argues that prompting AI systems should not be conflated with learning because expertise depends upon durable internal cognitive structures developed through encoding, retrieval, schema formation, and critical reflective reasoning over time. Drawing upon cognitive psychology, educational neuroscience, and contemporary AI research, the paper introduces the concept of biological memory as the foundation of independent professional judgment and adaptive expertise. Excessive reliance on GenAI may without careful management contribute to cognitive debt, reduced neural engagement and cognitive decline. The paper proposes brain-aligned approaches to curriculum, assessment, AI literacy, and educational design that position AI as a scaffold for cognition rather than a substitute for it.

Author Biographies

  • Stephen Colbran, College of Law, School of Business and Law, Central Queensland University, Brisbane, QLD 4701, Australia

    Professor Stephen Colbran (he/him) PFHEA, BCom (Hons) (UQ), LLB (Hons) (UQ), LLM (Hons) (QUT),

    PhD (UQ), Grad Cert HE (QUT); Acting Dean | School of Business and Law | Head College of Law

    CQUniversity Australia.

  • Ken Purnell, School of Education and the Arts, Centre for Research in Equity & Advancement of Teaching & Education (CREATE), Central Queensland University, Rockhampton North, QLD 4700, Australia

    Professor Ken Purnell, Head of Educational Neuroscience

    PhD (UNSW, world top 20) | MA (Hons) | BEd (Distinction - Sydney, world top 25) | Dip Teach (Sydney)

    Head of Course, Master of Educational Neuroscience & Graduate Certificate of Educational Neuroscience 

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Published

2026-07-02

Data Availability Statement

No new data were generated or analyzed in this study.

Issue

Vol. 2 No. 2 (2026)

Section

Articles

License

Copyright (c) 2026 Meena Jha, Stephen Colbran, Ken Purnell (Author)

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Beyond Prompting: Biological Memory, Cognitive Offloading, and Human Expertise in the Age of GenAI. (2026). Frontiers in Educational Practice and Research, 2(2), 129-144. https://doi.org/10.55578/fepr.2607.009