Category: GenAI News

Opposing the inevitability of AI at universities is possible and necessary

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In a grand, traditional university library setting, a group of professionals and academics stand around a conference table, actively pushing back with their hands raised towards a large, glowing holographic brain that represents AI. The brain is split with blue (calm) and red (active/threatening) elements, and a "STOP AI" sign is visible on a blackboard in the background. Image (and typos) generated by Nano Banana.
While the integration of AI into universities often feels unstoppable, this image visualizes the argument that actively opposing its unchecked inevitability is not only possible but crucial. It suggests that a proactive stance is necessary to guide the future of AI in academia rather than passively accepting its full integration. Image (and typos) generated by Nano Banana.

Source

Radboud University

Summary

Researchers from Radboud University argue that AI’s spread in academia is being framed as inevitable, but pushback is both possible and essential. They warn that uncritical adoption—especially when backed or funded by industry—threatens academic freedom, distorts research priorities, risks deskilling students, and contributes to misinformation and environmental harm. The paper urges universities to reassert their values: have transparent debates, maintain independence from industry influence, preserve consent, and retain human judgement as central to education and research.

Key Points

  • AI adoption in universities is often assumed to be inevitable, but this is a narrative device not a necessity.
  • Industry funding of AI research risks conflicts of interest and distorting knowledge.
  • Uncritical AI use risks deskilling students (critical thinking, writing).
  • Universities adopting AI redefine what counts as knowledge and who defines it.
  • Call for transparency, debate, consent, independence, and retaining human judgment.

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URL

https://www.ru.nl/en/research/research-news/opposing-the-inevitability-of-ai-at-universities-is-possible-and-necessary

Summary generated by ChatGPT 5

GenAI News

‘It’s a monster’: How generative AI is forcing university professors to rethink learning

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In a dimly lit, traditional university lecture hall, a monstrous, multi-limbed, glowing blue digital creature with glowing red eyes looms large behind a professor at a podium. Around tables in the foreground, other professors in academic robes express concern and confusion, some pointing at the creature, while a blackboard in the background reads "RETHINK CURRICULUM" and "HUMAN PROMPT." Image (and typos) generated by Nano Banana.
Described by some as a “monster,” generative AI is fundamentally challenging established educational paradigms. This image dramatically illustrates the immense, even intimidating, presence of AI in academia, compelling university professors to urgently rethink and innovate their approaches to learning and curriculum design. Image (and typos) generated by Nano Banana.

Source

The Irish Times

Summary

Professors in Ireland are rethinking what learning and assessment mean as generative AI becomes widespread. With students using tools like ChatGPT for brainstorming, summarisation, and essay writing, faculty are concerned not just about plagiarism but about diminished reflection, reading, and originality. Responses include replacing take‑home essays with in‑class/open‑book work, designing reflective and relational assignments, and rebuilding community in learning. Faculty warn education is becoming transactional, focused on grades over growth, and AI use may hollow out critical thinking unless institutions redesign pedagogy and policies.

Key Points

  • Widespread AI use by students undermines traditional essays and originality.
  • Professors replace take‑home essays with in‑class/open‑book assessments.
  • Assignments now stress reflection, relational thinking, vulnerability — areas AI struggles with.
  • Students under pressure turn to AI instrumentally, prioritising grades over growth.
  • Institutions face resource challenges in redesigning assessments and policies.

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URL

https://www.irishtimes.com/ireland/education/2025/09/09/its-a-monster-how-generative-ai-is-forcing-university-professors-to-rethink-learning/

Summary generated by ChatGPT 5

GenAI News

AI Defeats the Purpose of a Humanities Education

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In a grand, traditional university library, a massive, monolithic black AI construct with glowing blue circuit patterns and red text displaying "HUMANITIES INTEGRITY: 0%" is violently crashing into a long wooden conference table, scattering books and ancient busts. A group of somber-faced academics in robes stands around, observing the destruction with concern. Image (and typos) generated by Nano Banana.
This image powerfully visualises the concern that AI’s capabilities might fundamentally undermine the core purpose of a humanities education. The crashing digital monolith symbolises AI’s disruptive force, threatening to erode the value of human critical thought, interpretation, and creativity that humanities disciplines aim to cultivate. Image (and typos) generated by Nano Banana.

Source

The Harvard Crimson

Summary

The authors argue that generative AI tools fundamentally conflict with what a humanities education aims to do: teach students how to think, read, write, and argue as humans do, rather than delegating those tasks to machines. They claim AI can polish writing but misses the point of learning through struggle, critique, and revision. The piece calls for banning generative AI in humanities courses, saying that even mild uses still sidestep essential intellectual growth. Imperfect, difficult writing is better for learning than polished AI‑assisted work.

Key Points

  • AI polishing undermines the learning process of struggle and critique.
  • Imperfect essays without AI are more educational.
  • Inconsistent policies across faculty cause confusion.
  • Humanities should preserve authentic human expression and critical thinking.
  • Banning AI helps preserve rigor and humanistic values.

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URL

https://www.thecrimson.com/article/2025/9/9/chiocco-farrell-harvard-ai/

Summary generated by ChatGPT 5

GenAI News

How task design transforms AI interactions in the classroom

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In a bright, modern classroom with large windows overlooking a green campus, a female teacher stands at the front, gesturing towards a large interactive screen. The screen displays "Task Design & AI Interactions," showing comparisons between "Traditional Tasks" and "Transformed AI Tasks" with visual examples. Numerous students are seated at collaborative desks, working on laptops, with some holographic chat bubbles floating around them, indicating AI interaction. Image (and typos) generated by Nano Banana.
The way educators design tasks is becoming a critical factor in shaping effective AI interactions within the classroom. This image illustrates a dynamic learning environment where thoughtful task design guides students in leveraging AI for enhanced learning outcomes, moving beyond traditional methods to truly transform educational engagement. Image (and typos) generated by Nano Banana.

Source

Psychology Today

Summary

The article argues that the way educators frame and structure tasks determines whether AI becomes a thinking crutch or a scaffold for deeper learning. A classroom debate scenario showed how teams assigned different roles—AI user, content evaluator, information gatherer—could distribute cognitive load and enhance engagement. Prompts that ask the AI to “explain your reasoning” nudged students to interrogate output. But without scaffolding, some teams admitted to overreliance and skipping higher-order thinking. Well-designed tasks promoting interaction, reflection, and collaborative interpretation help AI remain a support, not a substitute.

Key Points

  • Role assignment (AI user, evaluator, gatherer) helps distribute cognitive responsibility.
  • Prompt framing (e.g. “explain your reasoning”) can push AI away from surface responses.
  • Debate structure (real-time questioning) adds social accountability and forces adaptation.
  • Without support, some students fall into dependency, skipping critical thought.
  • The design of tasks—interaction, reflection, scaffolding—is central to ensuring AI enhances rather than replaces human thinking.

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URL

https://www.psychologytoday.com/ie/blog/in-one-lifespan/202509/how-task-design-transforms-ai-interactions-in-the-classroom

Summary generated by ChatGPT 5

GenAI News

How AI Impacts Academic Thinking, Writing and Learning

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In a grand, traditional university library, a male student is intensely focused on his laptop at a wooden desk with open books. Above him, three distinct, glowing holographic pathways converge on a central brain icon. These pathways are labeled 'THINKING: ANALYSIS & IDEATION' (blue, with gears and question marks), 'WRITING: CREATION & REFINEMENT' (green, with a scroll and feather quill), and 'LEARNING: EXPLORATION & MASTERY' (orange, with a human anatomy model and planets). The image illustrates AI's comprehensive impact on academic processes. Generated by Nano Banana.
AI’s influence stretches across every pillar of academic life, fundamentally reshaping how students engage with thinking, writing, and learning. This image visually articulates the interconnected ways AI tools are transforming cognitive processes, aiding in content creation and refinement, and opening new avenues for exploration and mastery in education. Image generated by Nano Banana.

Source

Psychology Today

Summary

A meta‑analysis of studies from 2022‑2024 shows AI tools improve student performance (grades, engagement, higher‑order thinking) but reduce mental effort. Students use AI more for surface-level content than deep argument, and long‑term retention without AI remains unclear. Educators should design learning that builds verification, scepticism, and critical thinking rather than fostering dependence.

Key Points

  • AI boosts grades and engagement but reduces effort and depth.
  • Students mostly use AI for facts and summaries, less for critical analysis.
  • Few studies assess long‑term retention without AI assistance.
  • Over‑trust in AI risks over‑reliance and copy/paste behaviour.
  • Educators must design tasks that foster verification and reflective use.

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URL

https://www.psychologytoday.com/us/blog/in-one-lifespan/202509/how-ai-impacts-academic-thinking-writing-and-learning

Summary generated by ChatGPT 5

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