what we’ve learnt about how students are using AI, and how to help them
what we’ve learnt about how students are using AI, and how to help them
Publish Date: 2026-02-03 08:51:00
Source Domain: theconversation.com
Here is a summary of the article using an unordered list with 6 key points:
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Concerns About AI Use by Students: The author, Peet van Aardt, expresses concerns that generative AI could diminish students’ academic agency by reducing their critical thinking and personal expression. He worries students may rely too heavily on AI tools, losing their unique voices and critical reasoning capabilities.
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Signs of AI-generated Text: Van Aardt notes several characteristics that identify AI-generated writing, such as flawless grammar, cliché usage, generic reasoning, and lack of context-relevance, particularly to local, African contexts.
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Impact on Local Contexts: AI often produces content set in generic locations and uses generic names, neglecting local specifics. For example, essays from South African students rarely mentioned South Africa when discussing global topics, indicating misuse or misunderstanding of AI prompts.
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Detection and Intervention: Van Aardt advocates for the use of AI detection tools as a starting point and emphasizes the need for teaching students to question and critically engage with AI-generated texts. He supports shifting to more pen-based assignments in controlled environments.
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Reading and Understanding: He suggests reinstating academic reading skills to help students understand AI-generated content better. Emphasis on indigenous knowledge and local contexts could help ground students’ writing more firmly.
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Academic Responsibility: Van Aardt stresses that academics should not over-rely on AI tools. Instead, they should focus on developing students’ critical thinking and academic reading skills through methods like SQ3R and PIE and facilitating one-on-one consultations.
