The Role of AI in Education: Balancing Technology and Learning

First Lady Melania Trump has endorsed the use of artificial intelligence (AI) to enhance education, asserting that it can deliver a world-class education to children. Her views were shared in a Fox News op-ed.

David Marchick, Dean of Kogod School of Business at American University, supports this integration of AI in educational curricula. He emphasizes that AI literacy is vital for students’ future careers as employer demand for AI skills has increased 3.5 times over the past three years.

Generative AI technology is rapidly evolving, with discussions around its use in higher education often focusing on issues like plagiarism and cheating. However, educators argue that the public may be missing the bigger picture. Georgia Institute of Technology’s Amy Bruckman, a Regents’ Professor and Senior Associate Chair in the School of Interactive Computing, notes that banning AI usage at university level seems shortsighted as AI will likely be prevalent in workplaces.

Bruckman says, “I don’t think cheating is the right concept to use here.”

Universities are reassessing educational methods, focusing on responsible use of AI rather than simply catching cheaters. Bruckman points out that students should learn through AI, yet many are avoiding learning altogether. To determine actual learning, some professors revert to traditional evaluation methods like handwritten exams.

To ensure students genuinely grasp the material, Bruckman uses closed-book tests on paper. This method distinguishes students who truly engage with the content from those using AI for assignments without understanding the material.

Dr. Grace Alexis, Chancellor of Generations College, shares similar insights. Initially, faculty members viewed AI suspiciously, associating it with plagiarism. They have since learned to integrate this technology to bolster students’ critical thinking skills.

Alexis argues that while AI can support learning, students should not rely solely on it. She compares current attitudes to past approaches, where students used encyclopedias without them doing the work.

She states, “It’s important for our students to understand that it is OK to use AI in the classroom.”

Alexis believes that faculty must guide students in using AI effectively, ensuring the technology enhances rather than replaces critical thinking.

Despite differences in approach, educators agree on incorporating AI realistically within educational settings. Despite concerns, Bruckman insists on preparatory training, knowing students will use AI in future employment.

Higher education institutions are poised to adapt to AI challenges, yet there is a risk of losing students during the transition. Bruckman concludes that while adaptation is essential, the focus should remain on preserving student engagement and learning.