AI an ally, not an enemy

For some people, hearing the words ‘artificial intelligence’ and ‘university’ mentioned in the same breath often triggers a kneejerk reaction: students using AI take shortcuts, cheat on assignments and cut corners.

It is not hard to see why this belief is so pervasive in academic circles; AI has reached a level of sophistication where it can churn out essays, solve complex maths problems and polish assignments at the click of a button.

For students under pressure, the temptation can be real.

But focusing solely on AI as a tool for academic misconduct misses the broader picture and misses the mark on what this phenomenon could actually do for higher education.

AI presents enormous potential to elevate learning in ways we have never seen before, offering support not dissimilar to that provided by a personal tutor.

Imagine a student who is struggling with calculus or statistics. They can turn to an AI-powered app that breaks down complex concepts, provides practice problems tailored to their level and offers immediate feedback.

This form of AI is not replacing learning but reinforcing it; filling in the gaps and ensuring no student is left behind.

AI’s potential stretches beyond the traditional classroom, transforming how universities deliver and manage online learning.

In virtual classrooms, for example, AI can track engagement and understanding in real time, allowing academics to adjust their teaching to suit the needs of students as the class progresses.

AI systems can also help spot signs of stress or burnout among students by analysing patterns in attendance and assignment submission habits.

If a student is consistently missing classes or handing in assignments late, AI can flag these patterns and prompt student support staff to check in before the situation worsens.

This kind of proactive support can make a real difference in student wellbeing, adding a layer of care that traditional methods struggle to achieve.

AI is also proving invaluable in the administrative realm, easing the burden on universities’ professional staff and providing quick, reliable support.

Take admissions or timetabling, for example. AI can optimise class schedules based on room availability, enrolment numbers and even an academic’s preferences.

This saves time and allows administrators to focus on the areas that really require human attention and intervention.

AI is also opening up entirely new research possibilities.

From medical studies to social sciences, AI can take on the routine but time-consuming work of processing big datasets and finding patterns to free researchers to focus on analysis and insight.

This is about supporting research efforts, not replacing them.

AI is also showing promise in helping connect researchers from across different disciplines by identifying patterns they might not have noticed otherwise, sparking cross-disciplinary research projects and new discoveries.

Of course, we cannot ignore the issue of student cheating.

There is an irony in the fact that, while AI might tempt some students to cheat, it is also being used to detect cheating.

Universities are already using advanced plagiarism detection software that goes beyond simply checking for copied text and analyses writing style, structure and originality to identify AI-generated work.

While the tug of war between creators and detectors will likely continue, the solution is not to abandon AI but to establish guidelines that encourage its ethical use and foster real learning.

Recognising the impact of AI, many universities are also rethinking their assessment techniques.

Instead of assignments that AI could complete with ease, the focus switches to skills and critical thinking, which are qualities AI cannot replicate.

This shift encourages genuine learning and prepares students with the creativity, adaptability and problem-solving skills invaluable in a world where AI is commonplace.

Ultimately, seeing AI solely as a potential tool for academic dishonesty ignores its potential.

AI is a powerful force for good in higher education, with applications that extend far beyond the misuse it occasionally invites.

AI’s potential extends across learning, administration and research, offering universities the chance to evolve into more responsive, efficient and adaptable institutions.

In an era of rapid change, AI can transform higher education into a system that truly supports students, empowering them to succeed in ways that are meaningful, relevant and future ready.

• Professor Gary Martin is chief executive officer of the Australian Institute of Management WA