The rise of generative AI tools like ChatGPT has introduced new challenges into UK universities. Academic institutions now need to identify AI-generated content in essays, prevent cheating and uphold course integrity. At the same time, they must acknowledge the opportunities provided by AI tools and establish the difference between use and misuse. Here, we will explore the ways AI technology is both helping and hindering universities.
AI for Writing Essays and Dissertations
Writing a dissertation can be among the most stressful elements of university life. From deciding on a title and carrying out research, to finding a reliable dissertation binding service and meeting deadlines, there are numerous challenges along the way. Students often turn to AI to ease the burden.
Yet, for universities, this presents clear challenges. What constitutes acceptable use of AI and when does it cross the threshold into misuse? What should be done when a student is caught using AI unfairly?
Detection is also a challenge. Despite claims of 98% accuracy, Washington Post research found that Turnitin, the most popular detection tool in UK universities, made mistakes in more than 50% of the essays it tested for AI content.
Increasingly, universities are trying to find balance. This often means permitting tools like Grammarly for minor grammatical tweaks, but not approving the use of tools like ChatGPT for generating or re-writing entire essays.
AI-Powered University Processes
While the rise of AI has created headaches when it comes to maintaining academic integrity and policing the use of tools for essay writing, the technology is also helping universities to enhance their own processes.
For example, there have been several education news stories about the use of machine learning to predict student intent and prevent student melt – where students are accepted into a university but do not actually enrol.
AI algorithms can also help to identify patterns within student performance. This could help educators to understand where knowledge gaps exist and whether they apply to individuals or entire classes.
Helping Students to Become AI Literate
One of the reasons AI is so challenging for universities is because it is one of the major technological breakthroughs of modern times and is increasingly used within real-world settings, which universities must prepare students for.
A recent Yugo survey found 44% of students are excited by AI and the opportunities it presents. Universities need to meet students where they are and help them develop the skills to use AI effectively.
At the same time, there are important ethical topics to address. For example, if an AI system is trained using real essays or artwork, does content produced by the AI system constitute plagiarism?
Many universities need to adapt to the new reality of generative AI and adjust their courses accordingly, helping students to become AI literate and make good choices about when and how to use it.
Conclusion
AI has unquestionably brought new challenges into universities, especially around cheating. Yet, it has benefits too, helping with recruitment and performance analysis. Gradually, academic institutions are learning to strike the balance between policing AI use and equipping students with necessary AI skills.