AI feels like the ultimate tool—quick, personalized, and practical. It has even helped me grasp complex engineering concepts more clearly than some classroom explanations. I’d give it a ten out of ten as a cheaper alternative to tutoring. However, as its presence grows in our lives, the confusion surrounding its use in education has become impossible to ignore. How do we navigate its role in a fair and consistent way?
At its core, education is about fostering independent learners equipped to tackle real-world problems. It is about effort, creativity, and the exchange of knowledge between teachers and students. Yet, the lack of clarity around AI policies raises important questions about how it fits into our learning process. Are current policies helping students learn better or adding unnecessary stress and confusion?
Last year, AI policies were introduced into course syllabi, but these guidelines vary so much from one class to another that it’s hard to remember what’s allowed. Dr. Holly Hassel, the Director of Composition at Michigan Tech noted, “Until last year, there weren’t clear guidelines on how instructors should address generative AI. That was part of some work I did last year. We strongly recommended that instructors make their stance on AI clear—whether they allow it, ban it, or something in between—because students were expressing a lot of stress and anxiety about not knowing.” Depending on the department, some faculty let students use AI freely as long as they disclose it, while others insist on traditional methods like blue books only. It’s important for the university to provide guidance so students aren’t left worrying about being in trouble in one class but not another.
The lack of consistent guidelines blurs the line between ethical use and academic dishonesty. For instance, if a student writes an original essay and uses AI to correct grammar, does that count as cheating? Or if they ask AI to generate ideas and incorporate them without attribution, is that a misuse of the tool? What about using AI to solve problems and referencing its output in their homework—is that a violation of academic integrity? Without clear answers, students are left guessing.
The problem is that over-reliance on AI risks weakening critical thinking and independent learning skills—abilities central to personal and professional growth. As research suggests, prioritizing convenience over effort can hinder the development of these skills. However, banning AI entirely or ignoring its presence would leave students unprepared for a future where AI is an integral part of many fields. Additionally, restricting AI to in-class use can disadvantage students who rely on accommodations or perform better in flexible environments. The question remains: here should the balance be? When can we say AI is a tool for collaboration, not a replacement for genuine learning?
Until clear and consistent policies are established, we risk turning a tool with incredible potential into a source of stress and inequity. The responsibility lies with educators, institutions, and students to work together to create guidance that ensures AI is used thoughtfully and fairly.
