Higher education will be instrumental in determining whether generative AI ends up as a friend or enemy. Ibiyemi Omeihe and Kingsley O. Omeihe outline what universities can do at this crucial tipping point
Socio-economic, cultural, geographic and other factors mean that some students know more about AI than others, and we can’t have an effective discussion about AI and academic integrity until we all know what we’re talking about, writes John Weldon
Over time, students will learn to perfect their prompts and work side by side with AI to enhance their creativity, write Gloria Anahí Molina Barrón and Pamela Inés Marroquin Alanis
Identity-verified assessment can be used alongside online tasks to check students’ understanding and foster collaborative learning, writes Carl Sherwood
Students using generative AI to write their essays is a problem, but it isn’t a crisis, writes Christopher Hallenbrook. We have the tools to tackle the issue of artificial intelligence
If educators don’t understand the learning processes, they also miss the reasons why students cheat, writes Margault Sacré. Here, she offers an approach to motivate and benchmark progress
Leadership and critical-thinking skills are difficult to measure. Here, Jonna Lee offers case studies that test the idea of integrating large language models into assessment practices as a feedback tool to empower both students and instructors
The ability to use generative AI is akin to time management or other learning skills that students need practice to master. Here, Vincent Spezzo and Ilya Gokhman offer tips to make sure instructions land equally no matter students’ level of AI experience
