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Undergrads told to use critical thinking with generative AI
View(s):By Minaza Hassan
Many university students are increasingly using artificial intelligence tools, particularly for writing literature reviews in their theses and for preparing assignments and presentations. While plagiarism detection software is available to monitor AI use, some educators believe generative AI can be beneficial if applied responsibly.
“AI tools are available for this generation to use and it can be a valuable resource, however, students must develop a solid understanding of their subject matter and apply critical thinking to verify AI outputs rather than relying on them blindly,’’ said Dr. Menaka Fernando, who is a professor in crop science at the University of Ruhuna.
When it comes to thesis writing, the extracting, gathering and formulating of information for literature review is acceptable to use, however when it comes to methodologies, generative AI cannot be relied on, said Dr Fernando.
Undergrads are using generative AI extensively, however, while AI has its pros and cons, relying heavily on AI can sometimes affect a students’ cognitive learning because they would simply input commands and collect information without processing or understanding it, said Dr Fernando.
Over-reliance can also risk impacting their English writing skills and language proficiency, which becomes evident during presentations, she added.
While their theses and assignments may appear excellent on paper, their actual ability to present and articulate ideas may not be up to standard, she explained.
There is also a risk that AI could replace original thinking in young learners. However, if framed as a tool for brainstorming and expanding ideas, it can improve rather than diminish imagination, said Executive Director of the Bandaranaike Academy for Leadership & Public Policy and former secretary to the Ministry of Education, Dr. Tara De Mel.
Writing assignments might not lose value if AI is used responsibly, and if gen-AI is integrated as a brainstorming partner, or a research assistant with a teacher’s guidance to maintain balance, said Dr De Mel.
Teachers can require process-based tasks such as drafts and reasoning steps and encourage questioning of AI-generated content, said Dr. De Mel.
Students can be taught to check sources, and compare with materials authored by humans, and asked to critique AI responses, building evaluative thinking, explained Dr. Tara.
Dr. De Mel said policies should address transparency of AI use, academic integrity guidelines, teacher training on AI tools, and structured frameworks for safe, age-appropriate integration in classrooms, said Dr. Tara.
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