In this opinion piece, the author argues that colleges and universities should stop trying to restrict or outlaw student use of AI tools like ChatGPT and instead teach students how to use them responsibly. Many academic institutions have responded to the rise of generative AI with bans on AI‑assisted assignments, rewritten honor codes, and heavy investment in detection software. But these reactive approaches fail to acknowledge that AI is already deeply integrated into how people communicate, learn, and work.
The article emphasizes that banning AI doesn’t prevent its use — it simply drives students to hide it or use it poorly. Rather than treating AI as a form of cheating, educators should help students understand AI’s capabilities and limitations, and incorporate it into curricula in ways that enhance learning. This involves rethinking assignments so that they require creativity, critical thinking, and judgment — skills that AI cannot easily replicate — while still making space for AI as a learning aid.
A central point is that AI will be a ubiquitous part of the future workplace, and students need to graduate knowing how to work with AI, not against it. Skills like prompt design, ethical use, evaluation of AI output quality, and context‑aware judgment are presented as essential competencies. Educators are encouraged to treat AI literacy as part of core academic preparation, much like writing or research skills.
Finally, the article urges academic leaders to adopt a forward‑looking mindset. Instead of resisting technological change, colleges should lead by example and create AI‑inclusive learning environments. The goal is to prepare students not only to succeed in their disciplines but also to do so in a world where AI is a standard workplace tool. This perspective frames AI not as a threat to education but as an opportunity to modernize how students are taught.
