As the advent of generative AI reshapes educational landscapes, educators like Kristi Girdharry, an associate teaching professor at Babson College, grapple with balancing technology and learning. Girdharry, who published early work on generative AI’s influence on critical thinking, finds herself navigating a complex terrain where the benefits of AI must be weighed against potential drawbacks in student learning.
In the spring of 2023, Girdharry incorporated AI tools into her curriculum, asking students to use ChatGPT to research their favorite musical artists and validate the information produced. While the results appeared polished, inaccuracies quickly emerged, prompting one student to declare, “It lies!” This moment highlighted the limitations of relying on AI, especially for less mainstream artists, and opened discussions on the implications for other knowledge areas.
By fall 2023, however, Girdharry began to reflect on what she termed a “grief” for the pre-AI educational environment. In her sophomore-level research writing class, she introduced a new requirement titled “Be Better Than a Robot,” challenging students to demonstrate where their unique insights could contribute original knowledge. This initiative encouraged students to engage in rigorous research, including primary sources and critical reading, while extending deadlines to accommodate the increased demands of their work.
Despite advocating for a nuanced approach to AI usage, Girdharry maintained a cautious stance. While AI support was not outright prohibited, students were required to provide explicit descriptions of how they utilized the technology. The results were mixed; while some projects demonstrated originality, others appeared heavily influenced by AI, leaving Girdharry questioning her neutral approach.
As discussions around AI in academia evolve, so do concerns surrounding student dependency on these tools. A study published in late 2024 in the British Journal of Educational Technology found that while students using ChatGPT saw short-term improvements in essay scores, they showed no significant gains in knowledge and exhibited “metacognitive laziness,” a reliance on AI that hindered deep engagement with learning.
Girdharry’s role is shifting from that of a co-learner to a guiding figure as she aims to impart the value of rigorous thinking. She understands the distinction between a paper that emerges from genuine intellectual effort and one assembled with AI assistance. To foster discernment, she occasionally requires students to write without AI, not as a purity test but as a means of helping them recognize the value of their own thinking.
This strategy addresses the anxiety many students experience, which often leads them to optimize for grades over genuine learning. Girdharry emphasizes that before students can critically assess AI’s role, they must first trust their own cognitive abilities. This involves drafting both with and without AI, comparing outcomes, and justifying their choices. Such exercises help students discern when AI can facilitate routine tasks and when it risks oversimplifying complex issues.
As educators like Girdharry navigate this “unsettled middle” between embracing and resisting technology, they recognize the importance of fostering an environment where students can grapple with uncertainty. The challenge lies in encouraging students to engage with complex questions rather than seeking immediate, frictionless solutions.
With AI’s presence in both academic and professional realms likely to persist, Girdharry stresses the necessity of helping students cultivate judgment regarding when to leverage AI as a strategic tool and when it undermines their intellectual agency. This commitment to pro-learning represents a pivotal shift in educational methodologies in the age of AI.
See also
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