Three educators discussed with BI the adjustments they are making to classroom policies in response to AI. The use of AI by students for completing assignments has raised concerns about academic integrity. To address this issue, some teachers are designing assignments that are more resistant to manipulation through AI technology. The integration of AI into classrooms has led to teachers expressing worries about student disinterest.

Gary Ward, a teacher at Brookes Westshore High School, noted an increase in student reliance on AI over his three decades of teaching, with a significant surge in usage observed recently. In an effort to combat students using AI to complete assignments easily, Ward has started incorporating defensive measures by personalizing assignments based on suggestions from ChatGPT.

At Manchester Metropolitan University, Richard Griffin, a lecturer specializing in project management and portfolio development, revealed a similar approach being implemented. The university has developed an internal tool that evaluates the susceptibility of assignments to cheating via AI and provides recommendations for increasing their complexity.

Ward has resorted to reverting back to handwritten assignments where possible as a defense against AI manipulation. While this method is time-consuming and costly, he believes it is necessary to maintain academic integrity.

Paul Shockley from Stephen F. Austin State University highlighted the detrimental impact of students relying on AI for completing assignments instead of developing critical thinking skills. He emphasized the importance of guiding students towards building a healthy relationship with AI technology.

Shockley initially encouraged students to engage with LLMs for learning purposes but later discontinued its use due to instances of academic dishonesty. He now limits the use of AI to senior-level research projects where students have demonstrated maturity and critical thinking skills.

Griffin also emphasized the importance of incorporating reflection into the curriculum to encourage deeper thinking among students. He focuses on project-based assignments that involve real-world interactions, aiming to instill criticality and honesty in student work.

Both educators stress the need for adjustments in assessment methods as AI advances, suggesting a shift towards more focused assessments that promote critical thinking skills rather than broad topics.