Since OpenAI released ChatGPT in 2022, artificial intelligence tools have rapidly infiltrated college campuses across the country. These AI systems include language models and image generators that respond to user prompts, fundamentally changing how students approach their coursework.
Many professors have voiced opposition to AI's use in academic settings, citing concerns about cheating, factual inaccuracies, student overreliance, and diminished critical thinking skills. In response, universities have implemented AI-detecting software like Turnitin to identify AI-generated content in student submissions.
"For me and a lot of professors, there's fear," admits Celeste Pilegard, a professor of cognitive science and educational psychology at UCSD. "We're holding onto the last vestiges, hoping this isn't going to become the thing everyone is using." Pilegard worries that students using AI to pass introductory courses will lack foundational knowledge and the ability to evaluate AI's accuracy. "It's hard to notice what is real and what is fake, what is helpful and what is misguided," she explains. "When you have enough expertise in an area, it's possible to use ChatGPT as a thinking tool because you can detect its shortcomings."
Some educators have taken a firm stance against AI use in their classrooms. At one California university, a professor enforces a strict no-AI policy in her literacy teaching course, arguing that "AI takes out the opportunity to engage in that productive struggle" essential for deep learning and skill development.
Meanwhile, other faculty members are embracing AI while acknowledging its limitations. "I basically change my curriculum every day," says one professor who teaches AI-related topics. "I think it reminds me as a professional that you need to constantly adapt to new technology because it's going to change very fast. It's very important to be open, to be curious about what technology can bring us and how it can help us."
Institutional approaches vary widely. At USC, professors can choose between two approaches outlined in the school's guidelines: "Embrace and Enhance" or "Discourage and Detect." Bobby Carnes, an associate professor of clinical accounting, has found a middle ground: "I use it all the time, so it doesn't make sense to tell students they can't use it."
Universities are increasingly organizing events to address these challenges. Michigan State University recently hosted its 2025 AI Summit to develop a proactive strategy for AI integration. The event featured experts like Lauren Klein from Emory University, who emphasized that "humanistic thinking and ideas can help in identifying and intervening in data biases and guide the development of AI systems that are just, inclusive and community-led."
A significant obstacle is the lack of preparation among faculty. Research shows that teachers express concern about their limited understanding of AI and the ethical issues it raises. Many cite insufficient professional development opportunities as a major barrier. These concerns highlight the importance of well-designed training programs focusing on the societal and ethical implications of AI rather than just technical aspects.
As AI continues reshaping education, experts emphasize the importance of training future AI developers and users to reflect on how the technology impacts people's lives. This includes embracing responsibilities to enhance AI's benefits while mitigating potential harms, potentially through more systematic inclusion of AI ethics in curriculum development.
Looking ahead, organizations like the Association of American Colleges & Universities are planning initiatives such as the 2025-26 Institute on AI, Pedagogy, and the Curriculum. This online program will help departments and institutions "respond effectively to the challenges and opportunities artificial intelligence presents for courses, curricula, and higher education in general" through virtual events, mentorship, and collaborative implementation of AI action plans.