GenAI in education: between promise and precaution

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Generative Artificial Intelligence (GenAI) is rapidly reshaping the landscape of education and research, demanding a thoughtful and urgent response from educators and policymakers. As a faculty member and a member of the Advanced Studies and Research Board at a public sector university,

I have witnessed both the excitement and the uncertainty that AI tools like ChatGPT have generated within academic circles. While the potential of GenAI to enhance learning and scholarly productivity is undeniable, its unregulated and unchecked use poses significant risks to the core principles of academic integrity, critical thinking and equitable access to knowledge.

As Pakistan embraces digital transformation and positions itself within the global digital economy, AI literacy has emerged as a foundational competency. In an earlier op-ed published in these columns on October 5, 2024 entitled 'AI Education Revolution', I emphasised that AI literacy is not just a technical skill, but a multidisciplinary competence involving ethical awareness, critical thinking and responsible engagement.

That argument is now even more relevant. With tools like ChatGPT and DALL•E becoming commonplace, students must be equipped to not only use them effectively but to understand their societal and epistemological implications.

GenAI offers immense opportunities. It enables personalised learning, streamlines research, provides real-time feedback and enhances access to complex knowledge. For students in under-resourced areas, it can bridge educational gaps.

For researchers, it reduces the cognitive burden of information overload. But with these capabilities comes the risk of over-reliance. The seamless generation of essays, analyses and even ideas without meaningful engagement undermines the very purpose of education — cultivating independent thought and inquiry.

One of the most pressing issues is the shift in how students perceive learning. Many now use AI tools as shortcuts, often without malintent, bypassing critical processes of reasoning and originality. This trend not only threatens academic rigour but fosters a culture of passive dependence — something that was forewarned in the context of AI misuse and unintentional plagiarism in academic settings. As discussed in the earlier op-ed, the absence of AI literacy can blur the lines between learning and copying, between thinking and prompting.

To address these risks, UNESCO's recent guidance on AI in education offers a valuable framework. Governments must legislate clear, enforceable policies around age-appropriate use, data protection and algorithmic transparency. Educational institutions must rigorously assess the pedagogical validity and ethical dimensions of AI tools before integrating them. But perhaps the most crucial intervention lies in embedding AI literacy directly into curricula across disciplines but as a horizontal skill akin to critical thinking or digital citizenship.

Hands-on engagement with GenAI is essential. Students must not only generate content but also critically evaluate it for bias, coherence and accuracy. To support this, assessments should evolve — emphasising oral presentations, collaborative projects and reflective analysis to promote authentic learning.

Educators, too, must adapt through targeted training that enables them to guide students responsibly. Institutions should support this shift with updated pedagogical strategies and professional development programmes that integrate AI while preserving academic integrity.

Given AI's borderless nature, international cooperation is vital. UNESCO must continue leading efforts to establish shared ethical frameworks and best practices. Pakistan should actively engage in this global dialogue while strengthening local capacity through curriculum reform, infrastructure investment and academic-policy collaboration to ensure GenAI serves as a responsible and equitable tool for learning.

GenAI is not a passing phase, it is a structural shift. Whether it becomes a tool for democratising knowledge or a force that erodes educational values depends on how we act today. The future of education will not be determined by machines alone, but by the wisdom with which we choose to engage with them.