Final project topic: Integrate AI in education without encouraging

cheating
Name: Khalifa Fahmi
Id: 231110034
Instructor’s Name: Michael Doyle
Due date: 2nd of May
 One of the most hotly debated issues nowadays is Artificial Intelligence (AI), especially

in education. AI’s proponents highlight its versatility and potential to enhance learning

experiences significantly, whereas its opponents point out the pernicious effect it can have on

students’ intellectual development and skill-building. Admittedly, more attention has been given

to the numerous challenges it poses to academic integrity than to its potential benefits. Hence,

this essay will argue that AI itself is not the problem, but the wrong use of it is. It is essential to

approach the integration of AI in higher education with caution and responsibility, addressing the

concerns of all stakeholders.

According to Sămărescu et al. (2024), “ Al can complement and enhance the role of

educators, ultimately contributing to more effective personalized learning experiences.”(p.157).

This ensures that students receive the full support they need to fulfill their potential. For instance,

Lin, Huang, and Lu, (2023) assert, “AI-powered algorithms can be used to analyze student data

and create personalized learning experiences for each student. This can help students learn more

effectively and efficiently while reducing the amount of time and resources required for

traditional teaching methods.” (p.3). Thus, AI can personalize learning by assessing each

student's fortes and limitations and delivering them personalized solutions tailored to their

specific needs. Moreover, Tală et al. (2024) state, “Generative artificial intelligence can be a

valuable resource for both students and professors, enhancing the learning process and fostering

competency-based education, in the context of the digital revolution.”(p.82). This illustrates AI’s

crucial role in driving the academic community towards inclusivity, innovation, and flexibility.

Consequently, Özer (2024) recommends that “ instead of banning these types of systems in

education and learning environments to prevent potential risks, the focus should be on how to
integrate them into the system efficiently, promote equality, and, most importantly, do so in an

ethical manner.” (p.238). This demonstrates the need to harness AI’s potential to make learning

more effective and intellectually stimulating to students rather than outright prohibiting its use.

Kwon (2023) concurs that “excessive regulation on Artificial Intelligence will discourage the

development of Artificial Intelligence and prevent society from obtaining benefits.” (p.341). AI

use must be regulated, but educators should make an effort to teach their students the ethical

ways to use it. However, Akhmadieva et al. (2023) argue “it is crucial for educators to be aware

of the possible risk potential and ethical issues coming with using AI in the science classroom.”

(p.10). Hence, vigilance and cautiousness must be taken when using such a powerful tool.

Numerous people argue for a total ban on AI in academic settings, disregarding its many

attributes. Perhaps they underestimate the value AI can contribute to the academic community or

are simply ignorant of its benefits. As highlighted by Lin, Huang, and Lu, (2023) “ the

incorporation of AI in tutoring systems has resulted in positive outcomes in sustainable

education.” (p.18). Regrettably, some educators may lack the necessary skills and knowledge

related to AI technologies. This phenomenon raises concerns as the lack of understanding and

awareness about the usefulness of AI can be pretty alarming, given that AI technologies are

rapidly becoming ubiquitous in workplaces. Özer (2024) emphasizes that “ perhaps the most

crucial step to be taken is to increase the digital literacy and AI literacy of students, teachers, and

education administrators.”(P.238). Therefore, tertiary institutions must offer faculty members

extensive training on how to use AI tools and incorporate them into teaching courses. Then, the

trained instructors could hold workshops to introduce their students to useful and ethical AI

tools. For instance, they could introduce them to AI research tools that can help students save

time when scouring databases for references when doing their assignments. Moreover, they
could teach students about AI technologies that give them a competitive advantage when

navigating the evolving job market where performing their duties would entail collaborating with

AI.

On the other hand, AI has significant drawbacks if misused. For example, when students

rely on AI for instant answers and solutions, they do not engage in deep thinking nor hone their

problem-solving skills since the thinking required for task completion is outsourced to AI.

Furthermore, they miss the opportunity to learn from their mistakes. As mentioned by Abbas,

Jam, and Khan, (2024), “Excessive use of ChatGPT can have harmful effects on students’

personal and academic outcomes.” (p.17). Yet, many students have the ignorant notion that

generative AI is perfect and can replace educators. This however is not the case. Firstly, AI

software does not necessarily provide correct information. For instance, they provide users with

fake sources and references, which is not only a breach of academic integrity but also renders the

whole information useless, given its inability to provide real citations that can support claims and

arguments. Secondly, AI’s writing style lacks the critical analysis and the natural tone of humans

that consists of a smooth flow of thoughts and expressions, Hence, AI’s writing quality is

inferior to the high-quality standard expected from a tertiary-level student. This is why many

tertiary institutions are taking several measures to counter the excessive use of AI by setting

specific guidelines on its usage or even restricting it in certain circumstances to tackle unethical

uses.

In conclusion, some stakes come along when allowing the incorporation of AI in

education settings which explains why several tertiary institutions advocate for the prohibition of

AI in education. In my opinion, banning AI is an absurd idea because the value AI provides

outweighs its drawbacks. This is due to the immense benefits that AI can provide to the
academic community. For instance, AI can act as a personal tutor to students by being able to

explain to them any concept, summarize bulk information for them, and provide them with the

necessary guidance. Hence, instead of outright banning AI usage in universities, faculty

members can introduce policies concerning AI misuse, entailing grade penalties, academic

warnings, and expulsion from the university for repeat offenders. Therefore, students will be

aware of the fact that the use of content-creating, generative AI is not only detrimental to their

intellectual development but also severely punished. Instead, students can be taught to use ethical

AI tools by hosting a series of workshops and launching public awareness campaigns. Thus,

tertiary institutions will be able to exploit AI’s plethora of benefits for the benefit of their

students while ensuring that academic integrity is not compromised by AI misuse.

 References

 Sămărescu, N., Bumbac, R., Zamfiroiu, A., & Iorgulescu, M. (2024). ARTIFICIAL
INTELLIGENCE IN EDUCATION: NEXT-GEN TEACHER
PERSPECTIVES. Amfiteatru Economic, 26(65), 145-161.
doi:https://doi.org/10.24818/EA/2024/65/145

 Özer, M. (2024). Potential benefits and risks of artificial intelligence in education.

[Eǧitimde Yapay Zekâ Uygulamalarının Potansiyel Yararları ve Riskleri] Bartin
Üniversitesi Egitim Fakültesi Dergisi, 13(2), 232-244.
doi:https://doi.org/10.14686/1416087

 Lin, C., Huang, A. Y. Q., & Lu, O. H. T. (2023). Artificial intelligence in intelligent
tutoring systems toward sustainable education: A systematic review. Smart Learning
Environments, 10(1), 41. doi:https://doi.org/10.1186/s40561-023-00260-y

 Akhmadieva, R. S., Udina, N. N., Kosheleva, Y. P., Zhdanov, S. P., Timofeeva, M. O., &
Budkevich, R. L. (2023). Artificial intelligence in science education: A bibliometric
review. Contemporary Educational Technology, 15(4)
doi:https://doi.org/10.30935/cedtech/13587

 Kwon, J. (2023). A study on ethical awareness changes and education in artificial

intelligence society. Revue d'Intelligence Artificielle, 37(2), 341-345.
doi:https://doi.org/10.18280/ria.370212

 Tală, M. L., Müller, C. N., Năstase, I. A., State, O., & Gheorghe, G. (2024).
EXPLORING UNIVERSITY STUDENTS' PERCEPTIONS OF GENERATIVE
ARTIFICIAL INTELLIGENCE IN EDUCATION. Amfiteatru Economic, 26(65), 71-88.
doi:https://doi.org/10.24818/EA/2024/65/71

.
 Abbas, M., Jam, F. A., & Khan, T. I. (2024). Is it harmful or helpful? examining the
causes and consequences of generative AI usage among university students: Revista de
universidad y sociedad del conocimiento. International Journal of Educational
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00444-7