Indian Colleges Respond to AI Misuse with New Teaching Tactics
Even though most Indian universities prohibit the use of generative AI for assignments, many students are increasingly relying on these tools to save time and effort.
Concerns Over AI Use
In Bengaluru, Professor Pranav V.S. of St Joseph’s University was disheartened when a student replied to a personal message with AI-generated text. This incident highlights a growing trend: students are using AI to compose essays, emails, and presentations, often bypassing traditional study methods like note-taking and reading.
Professors worry that this reliance on AI is interrupting the learning process, fostering impatience, and reducing the value students place on reading and writing skills.
The Impact on Learning
Professor Pranav noted that AI use strains teacher-student interactions. Detecting AI-generated content adds to teachers’ workload, diminishing the joy of teaching.
Dr Adil Hossain from Azim Premji University echoed this sentiment, describing AI use as a shortcut that challenges the authenticity of student work.
Independent Thinking is Declining
Assistant Professor Ananya Mukherjee, also from Azim Premji University, observed that even when discussing complex, controversial topics, students often rely on AI tools like ChatGPT and Gemini for talking points. This reliance undermines the independent thinking that science education aims to develop.
Similarly, Assistant Professor Prem Sagar of St Joseph’s University highlighted how AI assistance in coding hampers students’ logical reasoning skills, crucial for programming.
Student Perspectives
Many students view AI use as a natural part of learning. Computer engineering graduate Tejas P.V. explained that AI helps identify key sections in lengthy documents, saving time and aiding research. While he mostly uses AI to expand his notes, he admitted to occasionally submitting fully AI-generated essays for less critical subjects.
Environmental science student Keerthana S. found ChatGPT tempting for tight deadlines but decided against using its technical, jargon-heavy language for a project introduction. She also expressed concern about AI’s high energy consumption, which is estimated to be significantly higher than a typical Google search.
Another engineering student justified using AI for coding tasks, noting that workplace expectations don't require manual completion of routine coding tasks.
Faculty Concerns
English professor Greeshma Mohan attributed student AI use to insecurity over their writing skills and the allure of “fancier” language AI produces. Teaching students from Hindi-medium backgrounds, she understands their anxiety but worries that AI dependence prevents students from learning through trial and error.
She questioned how teachers can effectively support students if they never see their authentic work.
Disciplinary Measures
Fear of consequences often deters students from overusing AI. Indian universities mandate reporting AI misuse but allow professors discretion in handling violations. Measures range from failing students to banning gadgets in exams or requiring handwritten essays.
Detection software like Turnitin and the Indian-developed DrillBit help identify AI use but are not foolproof. In a notable case, a law student successfully challenged his failing grade after false positives from AI detection software.
Professors also spot AI use through writing style clues, such as overuse of em dashes and certain phrases. Some students use tools to humanize AI text, but top services remain costly.
Innovative Teaching Approaches
Teachers rely on knowing their students’ writing styles to catch AI use. Professor Pallavi K.V. from AMC Engineering College conducts oral quizzes on students’ submitted assignments to confirm their understanding of the content.
Educators are redesigning assignments to resist AI shortcuts. These include audio-recorded field interviews, simulation exercises based on real cases, and live handwritten exams that challenge students.
Dr Swathi Shivanand of Manipal Academy of Higher Education created an assignment asking students to imagine dialogues between historical figures, encouraging originality. Personal and imaginative tasks tend to reduce AI reliance.
For example, in Prof Pranav’s writing class, a story set on campus with characters named after students stood out as a genuine piece, unlike AI-generated works.
Embracing AI Responsibly
Some professors accept AI use as inevitable and adapt accordingly. Assistant Professor Arpitha Jain uses ChatGPT to generate multiple-choice questions from printed reading material, helping students engage more deeply with texts despite initial resistance.
Prof Sagar trains faculty to use AI tools for creating lesson plans, presentations, and detailed student feedback, leveraging data analytics to identify learning gaps.
Professor Pallavi emphasizes teaching students to critically assess AI outputs, highlighting risks like bias and misinformation. She uses examples such as AI-driven resume screening and viral image trends to raise awareness about AI’s limitations and data privacy concerns.
Dr Rahul Dass, a former journalist teaching at Mahindra University, assigns students to compare AI-generated news articles to professional journalism, illustrating gaps in AI’s contextual understanding.
Conclusion
The rise of generative AI in Indian colleges presents challenges to traditional education, but professors are finding ways to adapt. By redesigning assignments, integrating oral assessments, and promoting responsible AI use, educators aim to preserve critical thinking and authentic learning while preparing students for an AI-influenced future.
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