by Brian Mulligan – e-learning consultant with Universal Learning Systems (ulsystems.com)
Estimated reading time: 5 minutes
The current conversation about Artificial Intelligence (AI) in higher education primarily focuses on efficiency and impact. People talk about how AI can personalise learning, streamline administrative tasks, and help colleges “do more with less.” For decades, every new technology, from online training to MOOCs, promised a similar transformation. Generative AI certainly offers powerful tools to enhance existing processes.
However, perhaps the revolutionary potential of AI in higher education may come from a more critical and urgent pressure: its significant challenge to the integrity of academic credentials and the learning processes they are supposed to represent.
Historically, colleges haven’t had a strong incentive to completely overhaul their teaching models just because new technology arrived. Traditional lectures, established assessment methods, and the value of a physical campus have remained largely entrenched. Technology usually just served to augment existing practices, not to transform the underlying structures of teaching, learning, and accreditation.
AI, however, may be a different kind of catalyst for change.
The Integrity Challenge
AI’s ability to create human-quality text, solve complex problems, and produce creative outputs has presented a serious challenge to academic integrity. Reports show a significant rise in AI-driven cheating, with many students now routinely using these tools to complete their coursework. For a growing number of students, offloading cognitive labour, from summarising readings to generating entire essays, to AI is becoming the new norm.
This widespread and mostly undetectable cheating compromises the entire purpose of assessment: to verify genuine learning and award credible qualifications. Even students committed to authentic learning feel compromised, forced to compete against peers using AI for an unfair advantage.
Crucially, even when AI use is approved, there’s a legitimate concern that it can undermine the learning process itself. If students rely on AI for foundational tasks like summarisation and idea generation, they may bypass the essential cognitive engagement and critical thinking development. This reliance can lead to intellectual laziness, meaning the credentials universities bestow may no longer reliably signify genuine knowledge and skills. This creates an urgent imperative for institutions to act.
The Shift to Authentic Learning
While many believe we can address this just by redesigning assignments, the challenge offers, and may even require, a structural shift towards more radical educational models. These new approaches,which have been emerging to address the challenges of quality, access and cost, may also prove to be the most effective ways of addressing academic integrity challenges.
To illustrate the point, let’s look at three examples of such emerging models:
- Flipped Learning: Students engage with core content independently online. Valuable in-person time is then dedicated to active learning like problem-solving, discussions, and collaborative projects. Educators can directly observe the application of knowledge, allowing for a more authentic assessment of understanding.
- Project-Based Learning (PBL): Often seen as an integrated flipped model, PBL immerses students in complex, integrated projects over extended periods. The focus is on applying knowledge from multiple modules and independent research to solve real-world problems. These projects demand sustained, supervised engagement, creative synthesis, and complex problem-solving, capabilities that are very hard to simply outsource to AI.
- Work-Based Learning (WBL): A significant part of the student’s journey takes place in authentic workplace settings. The emphasis shifts entirely to the demonstrable application of skills and knowledge in genuine professional contexts, a feat AI alone cannot achieve. Assessment moves to evaluating how a student performs and reflects in their role, including how they effectively and ethically integrate AI tools professionally.
AI as the Enabler of Change
Shifting to these models isn’t easy. Can institutions afford the resources to develop rich content, intricate project designs, and robust supervisory frameworks? Creating and assessing numerous, varied, and authentic tasks requires significant time and financial investment.
This is where technology, now including AI itself, becomes the key enabler for the feasibility of these new pedagogical approaches. Learning technologies, intelligently deployed, can help by:
- Affordably Creating Content: AI tools rapidly develop diverse learning materials, including texts, videos and formative quizzes as well as more sophisticated assessment designs.
- Providing Automated Learning Support: AI-powered tutors and chatbots offer 24/7 support, guiding students through challenging material, which personalises the learning journey.
- Monitoring Independent Work: Learning analytics, enhanced by AI, track student engagement and flag struggling individuals. This allows educators to provide timely, targeted human intervention.
- Easing the Assessment Burden: Technology can streamline the heavy workload associated with more varied assignments. Simple digital tools like structured rubrics and templated feedback systems free up educator time for nuanced, human guidance.
In summary, the most significant impact of AI isn’t the familiar promise of doing things better or faster. By undermining traditional methods of learning verification through the ease of academic dishonesty, AI has created an unavoidable pressure for systemic change. It forces colleges to reconsider what they are assessing and what value their degrees truly represent.
It’s that AI, by challenging the old system so thoroughly, makes the redesign of higher education a critical necessity.
Brian Mulligan
E-learning Consultant
Universal Learning Systems (ulsystems.com)
Brian Mulligan is an e-learning consultant with Universal Learning Systems (ulsystems.com) having retired as Head of Online Learning Innovation at Atlantic Technological University in Sligo in 2022. His current interests include innovative models of higher education and the strategic use of learning technologies in higher education.
