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Background: Debates about generative artificial intelligence in schooling often contrast two ways of using chatbots: to understand material or to outsource the work. PISA 2025 asked 15-year-olds how often they used AI chatbots to summarise texts, do preliminary research, draft assignments and get help to learn. We asked whether these four reports form distinct, internationally comparable patterns of use, how the patterns relate to science achievement and to a pre-AI marker of earlier difficulty, and whether schools that teach students to assess AI-generated information change these relations. Methods: In a preregistered analysis, we fitted weighted multigroup latent class models to 627,076 students in 83 education systems. Class enumeration followed fixed admissibility rules, and cross-system comparability was tested with homogeneous, partially homogeneous and heterogeneous models. Achievement associations were estimated within schools, using all plausible values and replicate weights, and pooled with random-effects meta-analysis. Grade repetition in primary school served as a negative control outcome. Results: Six classes were selected. One class, 33% of students, used chatbots mainly to get help to learn. The other five, ranging from non-users to near-daily users of all four purposes, differed in overall intensity rather than in purpose, and no class showed a profile of predominantly outsourcing use. The structure was approximately comparable across systems. Because no outsourcing class emerged, the preregistered class contrast could not be estimated. In prespecified item-level robustness models, a one-step shift toward using chatbots to learn rather than to summarise or draft was associated with 0.117 standard deviations higher science achievement within schools, positive in 76 of 77 systems. The pre-AI repetition marker showed only a small association in the same direction, below the preregistered threshold for a selection signal. School opportunities to assess AI-generated information did not measurably moderate either the socio-economic gradient or the achievement contrast. Conclusions: Across education systems, adolescents' AI use for schoolwork is organised mainly by how much they use chatbots, with a single learning-oriented exception. What students use chatbots for still matters: the balance between learning and producing schoolwork shows a consistent, modest association with achievement that selection on earlier difficulty does not readily explain.

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