The Efficiency–Verification Paradox of Generative AI Use: Exploring the Tension Between Productivity and Accuracy

Abstract

Artificial intelligence (AI), particularly generative artificial intelligence (GenAI), is influencing journalism and education by transforming professional practices, information production, and media literacy requirements. While generative AI improves efficiency in content creation and educational preparation, it also raises concerns regarding accuracy, credibility, verification, and ethical responsibility. This study examines how generative AI is experienced by journalists and teachers in primary schools in Croatia within the contemporary information ecosystem. Empirical data were collected through semi-structured interviews with ten participants, including five professional journalists and five teachers, and analysed using reflexive thematic analysis. The analysis identified a shared efficiency–verification paradox across both professional groups. Although generative AI reduces the time required for routine cognitive tasks, it simultaneously increases the need for verification, critical evaluation, and ethical judgement. Participants also emphasised the growing importance of AI literacy, critical thinking, and ethical competencies for navigating AI-generated content in professional and educational contexts. The findings suggest that generative AI does not necessarily replace professional expertise but instead redistributes professional responsibilities towards activities requiring human judgement and accountability. This study contributes to a broader understanding of how AI influences interconnected information professions and highlights the need to strengthen competencies required for responsible engagement with AI-generated information.