{"id":79715,"date":"2026-02-25T00:12:26","date_gmt":"2026-02-25T05:12:26","guid":{"rendered":"https:\/\/world.edu\/?p=79715"},"modified":"2026-02-25T00:12:26","modified_gmt":"2026-02-25T05:12:26","slug":"colleges-face-a-choice-try-to-shape-ais-impact-on-learning-or-be-redefined-by-it","status":"publish","type":"post","link":"https:\/\/world.edu\/colleges-face-a-choice-try-to-shape-ais-impact-on-learning-or-be-redefined-by-it\/","title":{"rendered":"Colleges face a choice: Try to shape AI\u2019s impact on learning, or be redefined by it"},"content":{"rendered":"

\"\"<\/p>\n

What happens to a college education when a chatbot can draft an essay, summarize a reading and generate computer code in seconds? The arrival of artificial intelligence in college classrooms has been swift and, for many schools, disorienting.<\/p>\n

As professors of economics and business management<\/a>\u00a0and\u00a0biology at liberal arts colleges<\/a>, we are confronting a question that now cuts across all colleges and universities: What is the purpose of a college education, as AI is rapidly reshaping how students think, learn and prepare for careers?<\/p>\n

While much of the\u00a0public debate<\/a>\u00a0has focused on plagiarism<\/a>\u00a0and\u00a0credit for student work<\/a>, the deeper issue extends beyond rule-setting.<\/p>\n

Across higher education, most schools have\u00a0issued guidance<\/a>\u00a0on how students\u00a0should use AI<\/a>, rather than adopted sweeping mandates.<\/p>\n

Liberal arts colleges, like the\u00a0University of Richmond<\/a>,\u00a0Bard College<\/a>\u00a0and\u00a0Trinity College<\/a>, tend to emphasize the importance of students using AI ethically and responsibly, and typically allow students to use AI when they cite it and their instructor permits it. These schools also allow professors to individually determine their own AI policies.<\/p>\n

A 2024\u00a0study of 116 research universities<\/a>\u00a0found similar patterns, with instructors largely determining course policies and few campus-wide bans.<\/p>\n

What\u2019s unsettled is not whether students can use AI, but how institutions want students to use it. In our view, unless colleges clearly shape AI\u2019s role in teaching and learning, fast-moving technologies may begin to redefine education by default. The risk isn\u2019t more AI, but a gradual shift in what counts as learning.<\/p>\n

Students may spend less time asking hard questions, making their own judgments and building real expertise. In that case, college risks becoming less about understanding and more about producing papers and other content quickly.<\/p>\n

Letting AI into the classroom<\/strong><\/h4>\n

When generative\u00a0AI tools<\/a>\u00a0first became widely available in late 2022 and early 2023, most professors focused on finding and\u00a0preventing it in student work<\/a>. They looked for signs of AI use, including generic phrasing, fake citations, sudden shifts in tone or unusually polished writing that didn\u2019t match a student\u2019s prior work. Some faculty also used\u00a0AI-detection software<\/a>\u00a0to identify computer-generated text.<\/p>\n

But it is often difficult to tell when someone has used AI, in part because the\u00a0detection software is unreliable<\/a>. As a result,\u00a0many faculty have shifted<\/a>\u00a0from bans to more structured guidance.<\/p>\n

Some faculty, as a result, allow students to use AI for specific tasks, such as brainstorming, outlining or debugging code.<\/p>\n

The rationale is practical: AI is everywhere and\u00a0already embedded<\/a>\u00a0in\u00a0professional settings<\/a>. College graduates are likely to use AI in the workplace.<\/p>\n

Accepting AI is here to stay<\/strong><\/h4>\n

More recently, college faculty at a range of schools have\u00a0shifted the focus<\/a>\u00a0from whether students are using AI at all to whether students using AI can still analyze, question and justify their own research and conclusions.<\/p>\n

At the\u00a0University of Michigan<\/a>, for example, some faculty are redesigning assessments to include live debates and oral presentations.<\/p>\n

And across the U.S.,\u00a0professors are reviving<\/a>\u00a0oral exams, since live questioning makes it harder for students to rely solely on AI. Students must then verbally explain their reasoning and defend their work.<\/p>\n

Different academic fields, though, are approaching AI in various ways.<\/p>\n

Many\u00a0business programs<\/a>, like the\u00a0University of Pennsylvania\u2019s Wharton School<\/a>, have\u00a0moved quickly<\/a>\u00a0to bring AI into coursework and degree programs, often framing them as\u00a0workforce preparation<\/a>.<\/p>\n

Recent\u00a0analysis of more than 31,000 syllabuses<\/a>\u00a0at a large research university in Texas showed a growing number of faculty in the fall of 2025 allowed students to use AI. Business courses allowed the greatest use of AI, while humanities courses allowed it the least. The physical and life sciences fell in between.<\/p>\n

Across disciplines, AI was most often allowed at this school for editing, study support and coding. It was most commonly restricted for drafting, revising and reasoning or problem-solving.<\/p>\n

AI\u2019s role in higher education is not settled. Instead, it is evolving, dependent on different academic cultures.<\/p>\n

Different schools, different approaches<\/strong><\/h4>\n

Colleges\u2019 and universities\u2019 overall responses and approaches to AI are varied, as well.<\/p>\n

Research universities like\u00a0Carnegie Mellon University<\/a>\u00a0and\u00a0Stanford University<\/a>\u00a0are expanding on their long-standing investments in AI, moving quickly to develop new research centers, hiring\u00a0faculty with AI expertise<\/a>\u00a0and creating new degree or certificate programs.<\/p>\n

Liberal arts colleges are moving too, but often with a different emphasis.<\/p>\n

The\u00a0Davis Institute for AI<\/a>\u00a0at Colby College supports AI work across disciplines through new courses, faculty development and entrepreneurship. At the University of Richmond, a new\u00a0center links AI<\/a>\u00a0to critical thinking and human values, so students can study AI\u2019s impacts and help shape it intentionally.<\/p>\n

All of these schools are determining AI policy course by course. But these plans are not part of a comprehensive, school-wide strategy.<\/p>\n

Few schools have articulated coordinated, institution-wide plans on AI.\u00a0Arizona State University<\/a>\u00a0is one example of a broader AI integration strategy, which spans academics and campus operations.<\/p>\n

Comprehensive AI strategies are expensive. Meaningful integration may require campus licenses for AI services, upgraded computing systems and faculty training. These investments are difficult at a time when many colleges face\u00a0enrollment declines<\/a>\u00a0and\u00a0financial strain<\/a>.<\/p>\n

Public trust in higher education is another concern that makes enacting broad change difficult.\u00a0Gallup surveys<\/a>\u00a0in 2023 and 2024 found that only 36% of Americans had high confidence in colleges and universities.<\/p>\n

Against this backdrop, AI is raising questions about how colleges prepare students for\u00a0their careers<\/a>. Employers still prize critical\u00a0thinking and communication<\/a>. Yet generative AI can mimic the appearance of thinking even when real understanding is absent.<\/p>\n

The tension is clear: If AI does the writing, coding or analysis, where do students do the thinking?<\/p>\n

Rethinking learning<\/strong><\/h4>\n

Rising use of AI is forcing colleges and universities to revisit what students should learn, how to measure this and the enduring value of a college degree.<\/p>\n

That shift moves the conversation beyond course-by-course changes to a shared strategy on what forms of knowledge and thinking are developed in college. Colleges may redesign assignments, expand oral and project-based assessments, and integrate AI literacy across disciplines. They may also clarify learning outcomes, invest in faculty development and find new ways to document students\u2019 judgment and problem-solving in an AI-assisted world.<\/p>\n

The question is no longer whether AI belongs in higher education. The real question is whether colleges and universities will shape its role \u2013 or allow AI to quietly reshape them.<\/p>\n

Author Bios:<\/strong> Vicki Baker is Professor of Economics and Management at Albion College and Linda M. Boland is a Professor of Biology at the University of Richmond<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

What happens to a college education when a chatbot can draft an essay, summarize a reading and generate computer code in seconds? The arrival of artificial intelligence in college classrooms has been swift and, for many schools, disorienting. As professors of economics and business management\u00a0and\u00a0biology at liberal arts colleges, we are confronting a question that […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[434804],"tags":[13524],"coauthors":[11733],"class_list":["post-79715","post","type-post","status-publish","format-standard","hentry","category-artificial-intelligence","tag-college-education"],"acf":[],"yoast_head":"\nColleges face a choice: Try to shape AI\u2019s impact on learning, or be redefined by it - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/colleges-face-a-choice-try-to-shape-ais-impact-on-learning-or-be-redefined-by-it\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Colleges face a choice: Try to shape AI\u2019s impact on learning, or be redefined by it - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"What happens to a college education when a chatbot can draft an essay, summarize a reading and generate computer code in seconds? 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