Turning Al from threat into opportunity

ACROSS universities worldwide, a quiet revolution is underway. Generative artificial intelligence (AI) tools such as ChatGPT, Copilot, DeepSeek and Gemini are being used to produce essays, summarise readings, and even conduct complex assignments.

- ANITIA LUBBE

Generative artificial intelligence is a kind of AI that can handle a variety of creative tasks in diverse domains, such as arts, music and education.

For many university teachers, this raises alarm bells about plagiarism and integrity. While some institutions have rushed to restrict or support Al use, others are still unsure how to respond.

But focusing only on policing misses a bigger issue: whether students are really learning. As an education researcher, I’m interested in the topic of how students learn. My colleagues and I recently explored the role AI could play in learning - if universities tried a new way of assessing students.

We found that many traditional forms of assessment in universities remain focused on memorisation and rote learning. These are exactly the tasks that AI performs best.

We argue that it’s time to reconsider what students should be learning. This should include the ability to evaluate and analyse Al-created text. That's a skill which is essential for critical thinking.

If that ability is what universities teach and look for in a student, AI will be an opportunity and not a threat.

We've suggested some ways that universities can use AI to teach and assess what students really need to know.

Reviewing studies of AI

Universities are under pressure to prepare graduates who are more than just knowledgeable. They need to be self-directed, lifelong learners who are independent, critical thinkers and can solve complex problems. Employers and societies demand graduates who can evaluate information and make sound judgements in a rapidly changing world.