Artificial Intelligence (AI) is fast becoming an important part of the educational process. The issue is no longer about whether AI will enter classrooms. It is about what role it should play; how much students should rely on it and whether it can support real learning instead of replacing it.
Some professors say AI can really help students, especially in math, coding and even biological subjects. They point out that AI can explain ideas in different ways and give quick examples when someone is stuck. They also say AI can help teachers save time on grading or planning so they can focus more on helping students.
Others worry that AI might become a shortcut that replaces the hard work of real learning. They say AI cannot replace real teachers who teach more than facts, because sometimes AI gives wrong answers, which can confuse students even more.
These worries are not limited to technology professors. In college classrooms, instructors are seeing the effects of AI firsthand.
“I think it can be used as a tool,” said Samal Alhamadi, a professor teaching introductory biology. “But the only issue is that, as a professor for an introductory course, I need students to know the foundation first.”
Alhamadi allows students to use AI in her class, but worries many students rely on it too much and too early in their educational process. Basic biological concepts, she explained, require repetition, practice and patience. Without those steps, students skip important information and misunderstand key ideas that can often result in the wrong answer.
“I can see it being used more during research and all that, but not at the introductory level,” she said. “It is an issue, though, with science majors.”
Alhamadi said biology students must first learn how to read research articles and interpret data and noted that some students are missing those skills. Students instead sometimes lean on AI to summarize or explain scientific material instead of reading it closely themselves.
“You need to be able to interpret data,” she said. “With AI doing everything for you, they don’t double or triple check.”
Alhamadi said another important skill is learning how to tell the difference between biased and reliable sources. Students who use AI as a shortcut, she warned, do not build the judgment they need to question information.
“They think whatever answer the AI gave is correct,” she said. “It is not always correct, and they don’t realize that until later.”
The issue goes beyond accuracy. Alhamadi said many students no longer know how to read an academic paper on their own. They skip graphs, ignore tables and rely on summaries.
“Science is not just content,” she said. “You have to learn how to think like a scientist.”
Other professors are more supportive of AI, saying that can help students learn to think.
“It can potentially reduce a five-to-six-hour task to mere minutes, making it an incredibly powerful learning aid,” said Manisha Savalia, a computer science professor at North Lake. Supporters of AI believe this kind of support gives students more opportunities to understand material, try new approaches and get immediate feedback.
AI can become a powerful tool later in a student’s academic journey, especially in the area of research. At an advanced level, students can use AI to sort information, identify patterns, or organize data without replacing their own thought and analysis.
“It depends on how the student uses AI,” Manisha said. “So, if it is for learning purposes, then I would definitely say AI is good, because that is the new generation, and whether you accept it or not, it is part of our life.”
Most of the professors agreed on one key point: AI should be used in a responsible way. Real learning depends on the connection between teachers and students and on the creativity that comes from human minds, not algorithms. AI may be useful and powerful, but it must remain a tool, not a replacement.
