Letter of the Day | Overdependence on AI harming students’ intellect

THE EDITOR, Madam: 

I am writing to express my growing concern regarding the increasingly irrational approach to AI in education. What began as an attempt to preserve academic honesty has now evolved into something far more damaging: the quiet punishment of intelligence itself. 

Students today are beginning to feel pressured to limit their vocabulary, simplify their writing, and suppress their natural academic abilities, simply to avoid suspicion. It is concerning that young people now feel safer sounding average than sounding intelligent. Since when did strong grammar, advanced vocabulary, and critical thinking become indicators of dishonesty rather than evidence of education? 

What makes this issue even more contradictory is that educational institutions actively encourage the use of technology, online research, and digital learning tools. Students are repeatedly told to adapt to the modern world, conduct online research, and utilise available resources. Yet, the moment a student produces work demonstrating advanced thinking, sophisticated language, or exceptionally written work, they are often accused of using AI, even when their sources are properly cited and their work is entirely authentic. 

Even more alarming is the growing dependence on unreliable AI detection systems. 

We are now using AI to determine whether another form of AI was used, despite the fact that these detectors have repeatedly been proven inconsistent and inaccurate. As a result, countless students are being falsely accused simply because they possess strong writing skills or a naturally sophisticated style of expression. In some cases, these accusations jeopardise grades, reputations, scholarships, and even graduation opportunities.

 What message are we truly sending to young people? That intelligence is suspicious? That excellence must be watered down to appear believable? That students should fear possessing strong vocabulary and refined writing skills? 

Instead of creating systems that punish students for sounding educated, institutions should focus on teaching ethical and transparent uses of AI while developing fairer methods of assessment. AI is not disappearing, and pretending students must avoid every form of technological assistance is unrealistic. The focus should be on responsible use, not forced restriction. 

The education system risks normalising mediocrity while treating intellect as something incriminating. That is not progress. It is regression disguised as academic integrity. Ironically, even while writing this very letter, there will likely be individuals who assume it was generated by AI simply because students are not able to articulate their thoughts clearly and effectively. That alone perfectly reflects the problem. 

DAIJA COLE