The "Good Enough" Effect: AI's Most Insidious Threat to the Future of Work

As we start to acknowledge that GenAI is here to stay and that it will radically transform the way we learn and live, we need to fathom the extent of its impact and, in particular, its risks, which transcend schooling. The greatest looming threat is what we can call the “good enough” effect, relating to the fact that AI-generated content is not yet at the level of a human expert, but it is good enough for most uses and audiences, thus constituting a real risk of job losses as more tasks are outsourced to GenAI applications.

As our own case study, we present here two articles that reflect on the issue from an educational perspective, one written by myself, and the other one generated by ChatGPT-4o based on a comprehensive prompt. Needless to say, for the purpose of this exercise, we will not specify which is which and we invite comments to that effect.

The following prompt was used to generate the article:

I want to create a 800-word article for LinkedIn, directed at educators and professionals interested in education, addressing the risk of what we can call the "good enough" effect. This refers to the fact that generative artificial intelligence tools can produce content that, while not reaching the quality of a human expert, is adequate for most job purposes. This could lead to a massive loss of jobs as decision-makers, prioritizing efficiency and the low cost of using AI, replace humans. I will include a final consideration on how educators in primary and secondary schools must work to prepare our students to face this threat and revalue their humanity.

Article 1

Plenty has been written and spoken regarding the risks associated with the sudden advent of generative AI applications, and, in particular, there is an abundance of predicted doomsday scenarios when it comes to the workplace, including, most notably, a future where machines will completely replace us. And even though most of these apocalyptic predictions are grossly exaggerated and prey on the natural fear that we all have of any powerful new technology, as educators, we need to address them and reflect on how it may impact the future that our students will emerge into.

As a first consideration, we can safely say that, at least for the time being, AI will not replace us, but for sure a human who is proficient in the use of GenAI tools will. Our students need not only to learn about how to become expert users of AI applications but also become knowledgeable about their inner workings and principles, so that they may react critically to inevitable future developments. Learning about AI has become an essential topic that needs to be taught in schools, in preparation for a workplace that will increasingly and seamlessly incorporate the use of GenAI tools.

But there is an insidious threat, one that even transcends how good each of us is at maximizing our productivity through the use of AI tools, and which should become much more of a concern than whether students are using AI to cheat: the “good enough” effect, which can grow into a formidable risk that challenges the very conception of the modern workplace.

As GenAI tools become more ubiquitous in the workplace, more processes can become automated, from taking minutes in a meeting and summarizing it to generating reports, graphs, analyses, and all types of content, including contracts, specifications, or anything else that offers possibilities for AI application. The application of these tools yields results that are not as good as those produced by human experts, but they are, for most intents and purposes, “good enough”, and the difference in quality between AI-generated content and that created by human experts is mostly indistinguishable for the intended audience.

This is a somewhat understated but serious risk associated with the generalization and increased availability of GenAI applications. Compared to the speed, efficiency, flexibility, possibility of endless repetitions, and, more importantly, the infinitely lower cost of outsourcing tasks to AI applications, whose output is not of the same quality as that produced by an expert in the respective field, but, in the overwhelming majority of cases, suffices for the objectives in question, will inexorably result in an increasing number of jobs being channeled through AI.

How can we prepare our students for a world that is already hyper-competitive and has become increasingly so in the face of this looming threat of AI taking over many jobs? Perhaps, not surprisingly, the answers are already on the table and have been there, unheeded, for many years: we need to reconvert our learning environments to foster creativity, hands-on learning, experiential learning, connect with nature, and have our students explore their passions and emotions. That is, focus more on what AI can only, at best, mimic but never reproduce entirely. And, as previously stated, it is essential that our students become as knowledgeable as possible about all things AI and that they develop critical insights regarding these technologies so that they can accompany their impending improvement and exponential growth in the future.

The advent and generalization of AI tools does not change our vision for the future of learning; in fact, it should accelerate its development. The only antidote against the mechanization brought forth by AI is not to try to compete futilely with these applications—which will become increasingly prevalent—but rather to emphasize that which makes us more human. We used to prepare students for a workplace that demanded technical skills and knowledge; now the new competitive edge is to ensure that our students are better connected with a sense of who they are, a renewed sense of purpose, and an enhanced awareness of the rapid pace of change to be able to critically assess new developments.

We are faced, once more, with the ethical imperative to transform education radically, both from a systemic standpoint and in what happens every day in schools. The traditional system prepares students very well for a world that no longer exists. Our challenge is to prepare our students for a technocentric world and, paradoxically, the way to do that is to help them reconnect with their humanity and develop the traits and skills that help them transcend this new technological revolution. Despite the uncertainty that is intrinsic to the future, and even the present, our roadmap has not changed; we should be more committed than ever to personalizing the learning experience, not just in customizing learning, but also in highlighting the human dimension of schools.

Article 2

The rapid rise of generative artificial intelligence (AI) tools has been nothing short of revolutionary. From text generation to content creation, these tools are now capable of producing outputs that can mimic human-like creativity, solving problems with increasing sophistication. While the accuracy, relevance, and personalization of AI-generated content continue to improve, it’s crucial to acknowledge a rising concern: the "good enough" effect.

The "good enough" effect refers to a situation where AI-generated content, while perhaps not reaching the expert level of human specialists, is deemed sufficiently adequate to perform job functions. It hits a level of quality that decision-makers are comfortable accepting for most tasks, especially given the advantages of cost, efficiency, and speed.

For many industries, this could be a game changer—and not necessarily in a positive way. In the pursuit of operational efficiency, the risk of widespread job loss becomes real as employers opt for AI-generated solutions that can complete tasks in seconds and at a fraction of the cost of human labor. The question then becomes: what happens to the human workforce when "good enough" becomes the new standard?

The Inevitable Shift Toward Automation

AI has already proven itself capable of writing reports, creating marketing content, generating code, and even conducting customer service interactions. As these capabilities become mainstream, organizations are likely to face immense pressure to adopt AI tools to remain competitive. For many business leaders, the choice between a human writer and an AI tool that produces a similar product in a fraction of the time is becoming an easy one.

In fields such as journalism, marketing, graphic design, and even programming, this reliance on AI could drastically reduce the number of human employees required to perform tasks that were once highly specialized. This shift toward automation is no longer a theoretical possibility; it's happening in real-time.

However, while AI can produce content that’s adequate for many tasks, there remains a vast difference between "good enough" and excellence. What’s missing from AI-generated work are the human touch, the emotional depth, the ability to interpret nuance, and the capacity to engage in creative problem-solving that pushes the boundaries of innovation.

The Threat to Human Jobs

The "good enough" effect raises concerns for workers who are experts in their fields. For professionals whose jobs depend on producing high-quality content—be it writers, graphic designers, or even educators—the rise of generative AI poses a threat. As organizations prioritize cost efficiency, there is a real danger that workers will be replaced by machines that can generate satisfactory output at a fraction of the expense. The job market could become increasingly competitive, with fewer opportunities for humans to contribute in ways that were once vital.

The impact on the education sector could be particularly profound. As AI-generated learning materials, personalized curricula, and even AI teaching assistants become more common, the role of teachers may be diminished. Educators who don’t adapt to this new landscape could find themselves marginalized, as AI systems handle more routine tasks.

Preparing Students for a New Future

This presents both a challenge and an opportunity for today’s educators. How do we, as teachers, prepare our students for a world where AI is omnipresent, and "good enough" is increasingly the norm? The answer lies in revaluing the uniquely human attributes that machines cannot replicate.

Critical thinking, creativity, emotional intelligence, empathy, and problem-solving are skills that will remain in demand even in an AI-driven world. These are the areas where educators must focus their efforts. In addition to teaching technical proficiency, schools should place a renewed emphasis on the human aspects of work and life—interpersonal communication, ethical decision-making, and collaboration.

At the same time, students need to understand the limitations of AI and develop the ability to evaluate and improve upon AI-generated content. Rather than passively accepting AI outputs, future professionals must be equipped with the discernment to push beyond "good enough" and strive for excellence.

Revaluing Humanity

As the landscape of work shifts, so must our approach to education. Our responsibility as educators goes beyond just teaching content; we must help our students develop the skills and mindset necessary to thrive in a world where AI plays an increasingly central role. By fostering creativity, emotional intelligence, and ethical reasoning, we can ensure that the next generation of professionals is not just prepared to work with AI but to excel in ways that machines never can.

In doing so, we revalue what it means to be human. After all, while AI may be able to produce "good enough" content, it’s the human element—our capacity for innovation, empathy, and moral judgment—that will always set us apart.