Artificial intelligence is no longer a futuristic concept; it’s now a presence in classrooms across the country. From writing assistance to research help, AI tools like ChatGPT, Grammarly and QuillBot are currently reshaping how students study and how professors teach. However, as the technology grows more powerful, so do the questions about its ethical use and its impact on the future of education.

For many students, AI has become an everyday study tool. “I usually use ChatGPT when I am trying to search up a topic I don’t fully understand, or when I’m writing a paper and struggling to find reliable sources,” said senior and Kinesiology major Owen Gott. “I also use Grammarly at the end of each paper that I write. Using it as a resource is not the same as using it to complete whole assignments or tests.”

Other students, however, are more skeptical. “I would say I use AI for less than half of my assignments,” said senior and Sports Business major Emmarie Gonzales. “I usually will use it for an outline for certain coursework. It helps me understand exactly what the prompt or my professor may be asking for. I do not always follow it, but it helps when I'm first getting started on a project.”

Professors are also feeling the shift, with opinions varying across departments. Some see AI as an opportunity to enhance education, while others view it as a threat to academic integrity and even creativity.

Dr. Konrad Hack, the Director of Forensics and Assistant Professor of Communication and Media Studies, said he’s learned to adapt. “It will for sure influence how we do things, and it depends on the class and the assignment,” he said. “In my intercultural communication class, we have an assignment about identity and how it impacts you; it would not be okay to use ChatGPT to write that paper, but it is a great tool to help find sources and understand concepts you don’t know a lot about.”

In technical fields like engineering, AI use is often encouraged. “For example, the Computer-Aided Design (CAD) course explores the use of AI to generate numerous options that satisfy design requirements that the engineer can further vet,” said Engineering professor Dr. Gabriela Espinosa. “For me, the deciding factor is the impact on critical thinking. If AI is a tool that supports higher and deeper levels of thinking, then its use in the classroom may even be encouraged. However, it’s important that students demonstrate their ability to assess the quality of AI outputs and not simply use AI as a way to bypass thinking.”

Still, the question of ethics dominates. Many universities across the country have implemented or are drafting policies about AI use, but enforcement varies. “The university’s policies grant the faculty a lot of freedom in how they handle AI, however it is required that faculty communicate their individual policies,” added Espinosa. 

What counts as academic dishonesty heavily depends on the professor, the assignment, and the use of the tool itself. Rev. Dr. David Loy, the Dean of Christ College, said, “The professors in Christ College are free to integrate generative AI into their courses in ways that make sense for the curriculum. For cases where students abuse AI, our academic dishonesty policies are probably as effective now as they have always been.”

Dr. Rebecca Duport, Assistant Professor and Director of the DCE Program, said, “Each professor decides how much they want to embrace AI. Our university is aware and actively having discussions, which is good; we are not ignoring it.”

Many students and professors question whether a lack of clarity could widen the gap between students who know how to use the technology responsibly and those who misuse it. At the same time, AI detection software can sometimes be unreliable, often flagging legitimate work as AI-generated.

Despite the uncertainty that a new technology can bring, most agree that AI is here to stay. The focus now is on learning how to coexist with it and how to teach with it in mind.

“I want to embrace AI as a time-saving aspect, but I am being cautious because I don't want it to become a dependency. AI is a tool that we need to learn how to use well. There is a place for it, and I’m excited to help my students navigate that,” said Duport.

As classrooms continue to evolve, the debate around AI reflects a broader question about the role of technology in education. Is it a shortcut, an accessory or uncharted territory? For now, one thing is clear to students and faculty – the future of learning will be written with a little help from artificial intelligence.

Tags: Technology

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