GAI and Our Academic Values

Written by Michele Sauer, Deputy Head - Studies

Generative artificial intelligence (GAI) has attracted significant attention with the introduction of technologies like ChatGPT, Bard and now DeepSeek, among so many others. This new technology certainly spurred major investments by Amazon, Google, and Microsoft, and spawned many new startups. While there is much excitement about GAI’s potential to disrupt various industries there is no doubt of the transformative impact that GAI is having across different spheres of human activity. This excitement and concern has been echoed in the context of education where we have found ourselves at the forefront of these changes. Not necessarily because we as educators are leading the charge in GAI adoption but quite the contrary: students brought GAI-powered tools into our classrooms at every level and in every subject with unprecedented speed.

As passionate educators and lifelong learners I admit, we initially grappled with the challenges of this innovative technology, yet like with all change in academia, we have grown to embrace the boundless potential GAI brings to the teaching and learning process. We have embedded these tools into our lessons, and we have ensured we have developed clear processes and guidelines for their use within our College. Yet, while we value and promote the ethical use of GAI tools, our challenge as educators is preventing AI from becoming a shortcut that bypasses learning. To this end, our primary focus within our classrooms remains the development of domain-specific (subject) knowledge first and foremost.

We know when students with high GAI literacy but limited domain expertise encounter AI tools, there seems to be a natural tendency to accept their outputs without proper evaluation. Critical thinking needs constant exercise to develop. When AI provides ready-made solutions, our students miss valuable opportunities to strengthen this essential capability. We believe the risk is not that AI will replace critical thinking but that students might never fully develop it in the first place. Therefore, it is essential that we, as educators, first and foremost ensure our students have a rich understanding of their subject matter so they have the skill to critically evaluate content produced through AI.

As we move into 2025, a year of new opportunities for our students to learn, grow and consolidate, GAI will certainly be part of our teaching and learning. Yet, as we aspire to excellence, we remain steadfast on the following:

Domain-specific knowledge is central to learning and our student’s capacity to effectively problem solve, think critically, and evaluate.
The integrity of the learning process is valued by students and our broader community.
GAI enhances our classroom practice; it does not replace the essence of education: the human connection. The power of relationships and their impact on learning is undeniable.
Students come to recognise GAI’s potential for significant impacts on their learning, future careers, and society broadly.

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