The increasing use of artificial intelligence (AI) among students is raising concern across college campuses, as educators grapple with how tools like ChatGPT are reshaping academic integrity, learning habits, and classroom assessment.
Since the launch of generative AI tools such as ChatGPT in 2022, universities have seen a growing number of students using AI to complete assignments, generate ideas, or even produce full academic submissions. This trend has sparked debate over fairness, skill development, and the future of writing-based assessments.
At Rider University, English professor Vanita Neelakanta expressed strong opposition to AI-assisted academic work. She noted that some students welcomed a return to in-class writing using blue books, seeing it as a way to ensure fairness and prevent cheating.
“I think a lot of people wanted that reassurance that somebody else in the class was not going to cheat,” Neelakanta said, adding that the approach helps “level the playing field.”
Concerns about fairness were echoed by students. Junior political science major Zack Leshner described situations in competitive academic settings, such as Model United Nations, where participants allegedly used AI to prepare position papers.
“In that type of circumstance… I think it’s kind of stupid and not really fair,” he said.
While AI tools have become increasingly embedded in education since 2022, educators say they are now frequently confronted with assignments suspected to be fully or partially AI-generated. Some institutions use AI detection software, while others rely on instructors to identify inconsistencies in writing style or citations.
Despite concerns, some research highlights potential benefits of AI in education. A 2025 study from the University of St. Augustine noted that AI can support inclusive learning, assist non-English speakers through translation, and improve administrative efficiency by reducing workload for educators.
Similarly, a Colorado State University survey of more than 12,000 students and staff found that 68% of professors reported not using AI detection tools, reflecting uncertainty about enforcement approaches.
Some students argue that AI can be a useful academic aid. Senior accounting major Asia Adkison said she uses AI to improve grammar and sentence structure, while others use it for brainstorming and idea development rather than full assignment completion.
However, many faculty members remain cautious. English professor Megan Titus noted that AI-generated work is often identifiable due to inconsistencies in tone and writing style compared to students’ in-class performance. She also described AI-related academic misconduct as an extension of long-standing plagiarism issues.
“It’s always been a tell… this sounds nothing like them at all, and AI does have a very particular kind of style,” Titus said.
Titus enforces a strict no-AI policy in most of her writing courses, though she incorporates AI analysis in a dedicated class on emerging technologies. Students who violate her policy receive a zero but may redo the assignment.
History and philosophy chair Nikki Shepardson raised similar concerns, particularly about students relying on AI in assignments meant to develop independent thinking. She described receiving responses that clearly appeared AI-generated, calling it a loss of critical analysis skills.
“This is really scary, because it actually is taking away the analysis,” she said.
Other professors, like Vanita Neelakanta, observed that students who rely on AI are often those experiencing academic anxiety, which can gradually lead to overdependence.
Not all students share the concerns. Senior cybersecurity major Jordyn Bostick said AI has helped her with resume optimization, time management, and brainstorming, especially in fields where AI literacy is encouraged.
“They’re very big on us learning how to use it to help ourselves,” she said, noting that she does not use AI to write full papers.
Similarly, some students avoid AI altogether out of concern that it could be perceived as laziness or reduce their own learning experience.
As AI continues to evolve, both students and educators remain divided over its role in higher education—whether it is a valuable academic tool or a threat to essential learning skills.
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