Tag: Student Learning

Academic Libraries Embrace AI

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A grand, traditional academic library transformed with futuristic technology. Holographic interfaces displaying data and robotic arms extend from bookshelves. Students use laptops and VR headsets, while a central figure at a desk oversees a glowing AI monolith, symbolizing the integration of AI. Image (and typos) generated by Nano Banana.
The future of learning: Academic libraries are evolving into hubs where traditional knowledge meets cutting-edge AI, enhancing research and access to information. Image (and typos) generated by Nano Banana.

Source

Inside Higher Ed

Summary

A global Clarivate survey of more than 2,000 librarians across 109 countries shows that artificial intelligence adoption in libraries is accelerating, particularly within academic institutions. Sixty-seven percent of libraries are exploring or implementing AI, up from 63 percent in 2024, with academic libraries leading the trend. Their priorities include supporting student learning and improving content discovery. Libraries that provide AI training, resources, and leadership encouragement report the highest success and optimism. However, adoption and attitudes vary sharply by region—U.S. librarians remain the least optimistic—and by seniority, with senior leaders expressing greater confidence and favouring administrative applications.

Key Points

  • 67% of libraries are exploring or using AI, up from 63% in 2024.
  • Academic libraries lead in adoption, focusing on student engagement and learning.
  • AI training and institutional support drive successful implementation.
  • Regional differences persist, with U.S. librarians least optimistic (7%).
  • Senior librarians show higher confidence and prefer AI for administrative efficiency.

Keywords

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URL

https://www.insidehighered.com/news/quick-takes/2025/10/31/academic-libraries-embrace-ai

Summary generated by ChatGPT 5

GenAI News

Homework Is Facing an Existential Crisis: Has AI Made It Pointless?

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A split image contrasting traditional homework with AI-influenced study. The left side shows a frustrated teenage boy sitting at a cluttered desk under a lamp, struggling with a textbook and papers, with a large red 'X' overlaid on him, signifying the traditional struggle. The background features a messy bulletin board and bookshelves. The right side shows the same boy relaxed in a modern, blue-lit setting, calmly using a tablet. Above his tablet, a friendly, glowing holographic AI tutor figure appears, surrounded by flowing data, equations, and digital interfaces, representing effortless, AI-assisted learning. Image (and typos) generated by Nano Banana.
As AI revolutionizes learning, traditional homework faces an existential crisis. This image dramatically contrasts the classic struggle with assignments against the ease of AI-assisted learning, raising a fundamental question: has artificial intelligence rendered conventional homework pointless, or simply redefined its purpose? Image (and typos) generated by Nano Banana.

Source

Los Angeles Times

Summary

Howard Blume explores how the rise of artificial intelligence is forcing educators to reconsider the value of homework. According to the College Board, 84 per cent of U.S. high school students now use AI for schoolwork, leading some teachers to abandon homework entirely while others redesign tasks to make AI misuse harder. Educators such as Alyssa Bolden in Inglewood now require handwritten essays to limit AI reliance, while others emphasise in-class mastery over at-home repetition. Experts warn that poorly designed homework, amplified by AI, risks undermining learning and widening inequality. Yet research suggests students still benefit from meaningful, creative assignments that foster independence, time management, and deeper understanding. The article concludes that AI hasn’t made homework obsolete—it has exposed the need for better, more purposeful learning design.

Key Points

  • 84 per cent of U.S. high school students use AI for schoolwork, up from 79 per cent earlier in 2025.
  • Teachers are divided: some have scrapped homework, while others are redesigning it to resist AI shortcuts.
  • AI challenges traditional measures of academic effort and authenticity.
  • Experts urge teachers to create engaging, meaningful assignments that deepen understanding.
  • Poorly designed homework can increase stress and widen learning gaps, particularly across socioeconomic lines.
  • The consensus: students don’t need more homework—they need better homework.

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URL

https://www.latimes.com/california/story/2025-10-25/homework-useless-existential-crisis-ai

Summary generated by ChatGPT 5

GenAI News

Teachers Worry AI Will Impede Students’ Critical Thinking Skills. Many Teens Aren’t So Sure

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A split image contrasting teachers' concerns about AI with teenagers' perspectives. On the left, a worried female teacher stands in a traditional classroom, gesturing with open hands towards a laptop on a desk. A glowing red 'X' mark covers the words "CRITICAL THINKING" and gears/data on the laptop screen, symbolizing the perceived threat to cognitive skills. On the right, three engaged teenagers (two boys, one girl) are working collaboratively on laptops in a bright, modern setting. Glowing keywords like "PROBLEM-SOLVING," "INNOVATION," and "CREATIVITY" emanate from their screens, representing AI's perceived benefits. A large question mark is placed in the middle top of the image. Image (and typos) generated by Nano Banana.
A clear divide emerges in the debate over AI’s impact on critical thinking: while many teachers express concern that AI will hinder students’ cognitive development, a significant number of teenagers remain unconvinced, often viewing AI as a tool that can enhance their problem-solving abilities. This image visualises the contrasting viewpoints on this crucial educational challenge. Image (and typos) generated by Nano Banana.

Source

Education Week

Summary

Alyson Klein reports on the growing divide between teachers and students over how artificial intelligence is affecting critical thinking. While educators fear that AI tools like ChatGPT are eroding students’ ability to reason independently, many teens argue that AI can actually enhance their thinking when used responsibly. Teachers cite declining originality and over-reliance on AI-generated answers, expressing concern that students are losing confidence in forming their own arguments. Students, however, describe AI as a useful study companion—helping clarify concepts, model strong writing, and guide brainstorming. Experts suggest that the key issue is not whether AI harms or helps, but how schools teach students to engage with it critically. Educators who integrate AI into lessons rather than banning it outright are finding that students can strengthen, rather than surrender, their analytical skills.

Key Points

  • Teachers fear AI use is diminishing critical thinking and originality in student work.
  • Many students view AI as a learning aid that supports understanding and creativity.
  • The divide reflects differing expectations around what “thinking critically” means.
  • Experts recommend structured AI literacy education over prohibition or punishment.
  • Responsible AI use depends on reflection, questioning, and teacher guidance.

Keywords

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URL

https://www.edweek.org/technology/teachers-worry-ai-will-impede-students-critical-thinking-skills-many-teens-arent-so-sure/2025/10

Summary generated by ChatGPT 5

GenAI News

Why Students Shouldn’t Use AI, Even Though It’s OK for Teachers

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A split image showing a frustrated male student on the left, with text "AI USE FOR STUDENTS: PROHIBITED," and a smiling female teacher on the right, with text "AI USE FOR TEACHERS: ACCEPTED." Both are working on laptops in a contrasting light. Image (and typos) generated by Nano Banana.
The double standard: Exploring why AI use might be acceptable for educators yet detrimental for students’ learning and development. Image (and typos) generated by Nano Banana.

Source

Edutopia

Summary

History and journalism teacher David Cutler argues that while generative AI can meaningfully enhance teachers’ feedback and efficiency, students should not use it unsupervised. Teachers possess the critical judgment to evaluate AI outputs, but students risk bypassing essential cognitive processes and genuine understanding. Cutler likens premature AI use to handing a calculator to someone who hasn’t learned basic arithmetic. He instead promotes structured, transparent use—AI for non-assessed learning or teacher moderation—while continuing to teach critical thinking and writing through in-class work. His stance reflects both ethical caution and pragmatic optimism about AI’s potential to support, not supplant, human learning.

Key Points

  • Teachers can use AI to improve feedback, fairness, and grading efficiency.
  • Students lack the maturity and foundational skills for unsupervised AI use.
  • In-class writing fosters integrity, ownership, and authentic reasoning.
  • Transparent teacher use models responsible AI practice.
  • Slow, deliberate adoption best protects student learning and trust.

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URL

https://www.edutopia.org/article/why-students-should-not-use-ai/

Summary generated by ChatGPT 5

GenAI News

The Lecturers Learning to Spot AI Misconduct

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Four serious and focused lecturers/academics (two men, two women) are gathered around a table in a dimly lit, high-tech setting. They are looking at a large, glowing blue holographic screen that displays complex text, code, and highlights, with the prominent title "AI MISCONDUCT DETECTION." The screen shows an example of potentially AI-generated text with highlighted sections. Two individuals are actively pointing at the screen, while others are taking notes on laptops and paper. Surrounding the main screen are smaller holographic icons representing documents and a magnifying glass, symbolizing investigation and analysis. Image (and typos) generated by Nano Banana.
As AI tools become more sophisticated, the challenge of maintaining academic integrity intensifies. This image depicts lecturers undergoing specialised training to hone their skills in identifying AI-generated misconduct, ensuring fairness and originality in student work. Image (and typos) generated by Nano Banana.

Source

BBC News

Summary

Academics at De Montfort University (DMU) in Leicester are receiving specialist training to identify when students misuse artificial intelligence in coursework. The initiative, led by Dr Abiodun Egbetokun and supported by the university’s new AI policy, seeks to balance ethical AI use with maintaining academic integrity. Lecturers are being taught to spot linguistic “markers” of AI generation, such as repetitive phrasing or Americanised language, though experts acknowledge that detection is becoming increasingly difficult. DMU encourages students to use AI tools to support critical thinking and research, but presenting AI-generated work as one’s own constitutes misconduct. Staff also highlight the flaws of AI detection software, which has produced false positives, prompting calls for education over punishment. Students, meanwhile, recognise both the value and ethical boundaries of AI in their studies and future professions.

Key Points

  • DMU lecturers are being trained to recognise signs of AI misuse in student work.
  • The university’s policy allows ethical AI use for learning support but bans misrepresentation.
  • Detection focuses on linguistic patterns rather than unreliable software tools.
  • Staff warn that false accusations can harm students as much as confirmed misconduct.
  • Educators stress fostering AI literacy and integrity rather than “catching out” students.
  • Students value AI for translation, study support, and clinical applications but accept clear ethical limits.

Keywords

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URL

https://www.bbc.com/news/articles/c2kn3gn8vl9o

Summary generated by ChatGPT 5

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