Henry D’Souza, a senior at the University of Iowa, reflects on the integration of generative AI in education. As AI continues to impact various fields—from gaming to healthcare—its application in classrooms raises concerns about students’ reliance on technology, potentially undermining reading comprehension and writing skills. D’Souza acknowledges the potential benefits of AI, such as aiding learning for disabled students but emphasizes the importance of maintaining pedagogical integrity. His peers express mixed feelings; while some departments encourage AI use, others discourage it to foster creativity. The newly formed student organization, Applied AI, focuses on empowering students to utilize AI as a supportive tool rather than a shortcut. Professors like Harry Stecopoulos urge students to document their work to prove originality and understanding, while the University Writing Center reinforces that genuine learning requires active engagement, cautioning against overreliance on AI. Balancing AI’s role in education remains crucial for developing critical thinking and writing skills among students.
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