How AI Is Undermining Learning and Teaching in Universities
The Guardian
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- Date Published
- 15 Sept 2025
- Priority Score
- 2
- Australian
- No
- Created
- 16 Sept 2025, 04:59 pm
Description
Letter: Prof Leo McCann and Prof Simon Sweeney say student misuse of generative artificial intelligence is widespread and we must be sceptical of its usefulness
Summary
The article examines the negative impact of generative AI tools like ChatGPT on higher education, arguing that they contribute to a decline in student learning by encouraging shortcuts and undermining critical thinking skills. Professors McCann and Sweeney highlight the widespread misuse of such AI technologies by students and the inadequacy of current university policies to mitigate these risks. The article calls for a more skeptical approach towards AI in educational settings, as its misuse leads to generic and often erroneous academic work. Although the focus is on educational implications rather than direct existential or catastrophic risks, the discussion is relevant to understanding broader implications of AI integration in society.
Body
‘Claims that AI helps preparation or research is simply cover for students taking shortcuts that do not develop their learning skills.’Photograph: AlamyView image in fullscreen‘Claims that AI helps preparation or research is simply cover for students taking shortcuts that do not develop their learning skills.’Photograph: AlamyLettersHow AI is undermining learning and teaching in universitiesProf Leo McCannandProf Simon Sweeneysaystudent misuse of generative artificial intelligence is widespread and we must be sceptical of its usefulnessIn discussing generative artificial intelligence (‘It’s going to be a life skill’: educators discuss the impact of AI on university education, 13 September) you appear to underestimate the challenges that large language model (LLM) tools such as ChatGPT present to higher education. The argument that mastering AI is a life skill that students need in preparation for the labour market is unconvincing. Our experience is that generative AI undermines teaching and learning, bypasses reflection and criticality, and deflects students from reading original material.Student misuse of generative AI is widespread. Claims that AI helps preparation or research is simply cover for students taking shortcuts that do not develop their learning skills. Assessments are widely channelled through ChatGPT, disregarding universities’ usually feeble guidance and rules. Generative AI results in generic, dull and often factually incorrect output.For example, we asked students to interpret a short article by Henry Ford from 1922. Many answers suggested that the autocratic and racist Ford was developing a “sophisticated HR performance management function for his business” and that he was a “transformational leader”.In many degree programmes, LLMs have little to no practical value. Their use sabotages and degrades students’ learning and undermines critical analysis and creativity. If we are to make better sense of the impact of AI on work, education and everyday life, we need to be more sceptical and less celebratory.Prof Leo McCannProf Simon SweeneyUniversity of YorkExplore more on these topicsArtificial intelligence (AI)StudentsUniversitiesTeachingHigher educationlettersShareReuse this content