Key points:
- Future employers will expect graduates to utilize AI tools intelligently and responsibly
- By providing equal access to AI resources, institutions can help level the playing field and promote equity in education
- See related story: ChatGPT: The shakeup education was waiting for
As the dean of the college of university libraries and learning sciences, I have observed an intriguing trend: Since the launch of ChatGPT, an increasing number of students are coming to my libraries with citations of articles that don’t exist. This phenomenon highlights the widespread use of AI writing assistants, which, despite their impressive capabilities, come with inherent flaws.
This reliance on AI tools underscores the urgent need for AI literacy in higher education. Without clear guidelines and understanding, students and faculty must navigate the ethical complexities of AI tool usage. As generative AI tools gain popularity, the question arises: How can higher education institutions harness their potential while mitigating risks?
An EDUCAUSE survey found that only 34 percent of respondents reported that their institution has implemented, or is in the process of implementing, policies to guide generative AI use. This lack of guidance leads to inconsistent AI adoption, leaving institutions vulnerable to security and ethical risks. Additionally, many institutions lack a dedicated staff member to oversee generative AI adoption and usage, exacerbating the challenges.
Both faculty and students face the ethical challenges posed by AI writing assistants in higher education. Concerns over the integrity of student work arise among faculty, while students must decide whether or not to use AI tools in their assignments. In the absence of clear guidance from instructors on generative AI tool usage, students are left to navigate these ethical dilemmas on their own. A recent BestColleges survey showed that although 43 percent of college students have utilized ChatGPT or similar AI applications, 57 percent have no plans to use or continue using AI tools for academic purposes. This hesitancy could be attributed to concerns surrounding academic integrity or the stigma associated with AI-supported learning.
Leo S. Lo, EdD, MLIS, MFA, is Dean & Professor in the College of University Libraries and Learning Sciences at the University of New Mexico.
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