AI Exposes Age-Old Problems in University Coursework, Academic Claims
In a recent commentary, Dr Nafisa Baba-Ahmed has highlighted that artificial intelligence is not the root cause of issues in university assessments but rather exposes longstanding vulnerabilities in traditional coursework methods. Many academics have expressed frustration over AI's impact on critical thinking, with some even voicing extreme sentiments like wishing to 'push ChatGPT off a cliff'. However, Dr Baba-Ahmed, drawing from her extensive experience in academic writing support, argues that this focus on AI risks obscuring deeper, pre-existing problems within higher education systems.
Outsourcing Thinking: A Pre-AI Phenomenon
Dr Baba-Ahmed notes that the outsourcing of intellectual work is not a new development spurred by AI. In her work with students, she has observed for years how thinking can be bypassed when assessment structures permit it. This includes practices such as using essay mills, sharing past examination papers, circulating model essays among peer groups, or relying heavily on tutors and friends to structure assignments. Artificial intelligence did not invent this behaviour, she emphasises; instead, it has simply industrialised and amplified a shortcut that was already prevalent in academic environments.
The Fragility of Traditional Essay Formats
According to Dr Baba-Ahmed, what AI has effectively done is lay bare the inherent fragility of the traditional essay as a coursework format. If a piece of writing can be produced convincingly without the underlying intellectual engagement, the core issue lies less with the technology itself and more with how learning and assessment are designed. She points out that the essay has long served as a proxy for measuring student understanding, but its susceptibility to manipulation highlights a need for reevaluation.
Rethinking Assessment for Genuine Learning
Instead of romanticising a pre-AI past that may not have been as pure as imagined, Dr Baba-Ahmed urges universities to seize this moment for meaningful reform. The focus should shift towards redefining what educators truly want students to demonstrate. This includes valuing evidence of reflection, interpretation, and intellectual struggle over the presentation of overly refined end products. By redesigning assessments to prioritise these elements, institutions can foster more authentic learning experiences that are resilient to technological shortcuts.
Dr Baba-Ahmed, based in London, calls for a proactive approach in higher education to address these challenges, moving beyond blame towards innovative solutions that enhance critical thinking and academic integrity.
