The question of whether students should be allowed to use generative AI for assignments is a complex and nuanced one, involving considerations of academic integrity, learning objectives, and ethical implications. Should AI be thought of more or a help or a hindrance to students and their learning?
Some claim that generative AI tools can enhance students’ creativity and productivity by providing new perspectives and helping them explore diverse approaches to problem-solving. Allowing students to use generative AI also may align with the reality of a technologically advanced world. Familiarity with such tools can contribute to their technological literacy and preparedness for future workplaces. On top of this, as generative AI can save students time on routine or repetitive tasks, students can focus more on the complex aspects of their assignments.
Yet, for many, the use of generative AI raises concerns about academic integrity, especially if students present AI-generated content as their own. Furthermore, relying heavily on generative AI might undermine students’ opportunities for learning. This could hinder their development of independent research, critical thinking, and writing skills. Finally, allowing the use of generative AI assumes equal access to technology. Students with varying levels of access to the technology may face disparities, potentially creating inequalities in academic performance.
With the rise in popularity of generative AI tools such as ChatGPT, the question of whether they should be allowed in school has become highly relevant. If used, would it result in positive academic outcomes? Would it hinder student development in any way? And finally, what implications would it have in the long term, on the value of education in building thinkers for society?