Artificial intelligence is already in the classroom. It is time for universities to catch up.
Artificial intelligence is already in the classroom. It is time for universities to catch up.
By Gal Winter | Published: 2025-06-17 16:34:00 | Source: The Present – Big Think
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Over the past three years, large language models like ChatGPT have gone from curiosities to everyday tools used on campuses around the world. While some professors Hug themothers Block them. Many organizations fall somewhere in between, establishing vague policies or relying on detection tools that have proven ineffective in many cases. Artificial intelligence may be the most important innovation in education since the personal computer, and although this revolution has many different characteristics, it echoes earlier battles over calculators and computers—battles that were ultimately lost by those who tried to resist.
Technology doesn’t wait for politics, and as a current college student, I believe the sooner schools catch up, the better we can use these tools to enhance learning rather than undermine it. However, an important question remains: Is it fair to compare AI to previous innovations such as calculators and the early Internet, or is this a fundamentally different challenge?
AI is not the first technology to disrupt higher education. In the 1970s, the pocket calculator It sparked a wave of violent reactions between educational institutions. Teachers warned that it would weaken students’ numeracy skills, and some schools tried to ban calculators altogether. But others saw the potential: If students no longer had to do long division by hand, they could focus on bigger-picture math problems. Eventually, calculators became standard classroom tools, allowing students to shift their focus from manual calculation to understanding formulas and solving higher-level conceptual problems. Studies show this Calculators can improve conceptual understanding When used correctly.
This same cycle was repeated in the 1990s with personal computers and the early Internet. Critics fear spell check and copy and paste It would erode writing skillsSearch engines such as Google and general encyclopedias such as Wikipedia will replace real search. And yes, some students misused these tools. But once schools embraced the technology and taught students how to use it well, evaluate sources, and cite them properly, Improved academic work. Students were no longer limited to old books in campus libraries, but suddenly they had access to a large number of books, articles, and datasets in multiple languages, at any time.
The cycle of resistance and delayed acceptance is a recurring phenomenon at large institutions, especially those with long-standing traditions in education, such as Columbia University. These universities, which are responsible for educating millions of Americans, cannot change course without being very careful. Even when faculty are eager to adapt, such as by updating policies on the use of AI in student essays, their efforts are often delayed by Complex bureaucracy at the university and class approval processes. These systems are designed to ensure informed decisions, but they may struggle to keep up with rapid technological change. For example, 2024 Global survey A report by the Digital Education Council found that 86% of students are already using AI in their studies, underscoring the rapid and widespread adoption of the technology across disciplines.
However, it is clear that The AI revolution is broader and more complex Of past technological transformations. Instead of simply speeding up our work, AI can perform tasks that previously required deep thinking and creativity, such as writing code or entire articles. Steve Jobs Famously referred to He called the personal computer the “Bicycle of the Mind” in 1981, believing that it could enhance human intelligence, especially in education, the area in which he envisioned the personal computer to have the greatest impact.
But if personal computers were bicycles for the mind, today’s AI tools are like self-driving race cars: they not only help us think faster, they can take full control of the wheel.
The debate over integrating AI into the education system mirrors previous debates, but it seems louder and more urgent. ChatGPT can help students draft essays, debug code, explain complex concepts, or practice new languages. Its capabilities exceed those offered by calculators and the Internet. For this reason, it can be easily abused, but banned completely I have tried many universitiesIt’s a losing battle before it even begins. Telling students not to use a tool that is nearly undetectable and freely available will not stop their use; This will only push it underground and widen the gap between students who have mastered its use and those who do not yet know how to use it effectively.
Furthermore, it is the AI detectors that many universities rely on as a first line of defence It has proven to be deeply flawed; For example, some Featured writing from international students Because their sentence structure tends to be simpler. The current tension reveals a deeper problem. An experienced English professor probably doesn’t need software to detect AI-generated essays: the tone, structure, and sudden jump in fluency are often obvious to a trained reader. But without empirical evidence, there is no ethical way to punish a student. Intuition, no matter how informed, cannot serve as formal evidence. This leaves teachers in an impossible position; They can either ignore the changes they notice or act on suspicion using imperfect AI detectors.
At the same time, my anecdotal experience suggests that a strange double standard is emerging. In one of my classes, for example, the professor explicitly prohibited the use of AI but told us that the task would be more difficult because he assumed we would use it anyway. On the other hand, some students who are not familiar with AI or choose not to use it are falling behind because expectations of writing and programming have quietly changed. Instead of fostering an environment of uncertainty and mistrust, universities should redirect their energy towards adaptation. This means modifying assignments, rethinking assessment, and transparently integrating the use of AI so that the focus remains on learning, not discovery.
Professors can start by building trust and treating students as partners rather than suspects. Many serious students still want to develop strong writing, communication, and critical thinking skills, especially the ability to read and write at an academic level. Coaches can capitalize on this motivation by designing tasks that AI can help with but cannot complete on its own. They can ask students to compare chatbot drafts with their own revisions, explain how they use AI in their writing process, reflect on the strengths and weaknesses of AI-generated responses, or even take short oral quizzes. These steps can make the use of AI more productive and, more importantly, keep the focus where it belongs: on human learning. While it is true that AI may have a greater impact than tools of the past, it can still be integrated into the learning process if approached with care, creativity, and clear purpose.
AI is here to stay, and it will only grow More powerful over time. They will become more difficult to detect, their abilities will expand, and their presence will become more established in student life. But this should not be seen as a threat or the end of education as we know it. We’ve seen how the rise of the Internet has led to similar concerns, but ultimately made learning richer and more accessible. Resistance to change It is part of human natureLarge institutions such as universities often move slowly. But whether they choose to lift restrictions on AI or not, one thing is clear: the current “in-between” approach is failing students and faculty alike. It’s time for schools to stop pretending they can “defeat” this technology, and instead start building an education system that works with AI, not against it.
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