This paper is a critical review of how generative AI affects the way students engage with complex information in education. These tools make content easier to access and give personalized help. However, they also bring serious risks. Students may become too dependent on AI, lose the habit of thinking for themselves, and only see ideas that the system repeats most often. This review looks at sixteen peer-reviewed studies published between 2020 and 2025. It focuses on three main questions. First, how AI changes how students understand what they read and manage their own learning. Second, how these systems influence which types of knowledge are shown and how they are judged. Third, what these effects mean for teaching, especially for student voice, inclusion, and classroom decisions. The findings show that AI is not just a tool to help students. It changes how they reach, trust, and understand information. This creates new responsibilities for teachers and schools. There is a clear need for AI literacy programs that build critical thinking, ethical awareness, and fair access to knowledge. Schools must help students use AI in ways that support learning while keeping their autonomy and fairness.