AI is getting better and better at performing the tasks of students. It can write essays, answer math questions, and even explain its reasoning. Because of AI, teachers are now having to rethink the basic staples of education, such as grades, essays, and reading assignments. Students also have to ponder whether they’re studying and their career paths will be replaced by AI. Ultimately, both our K-12 and higher education institutions are in for a rude awakening in this new era.
AI is making teachers and students rethink how they approach grades and homework because the technology makes cheating so much easier. For many students, simply typing their homework problems into ChatGPT will give surprisingly accurate and thoughtful answers in seconds. But using AI in this way deprives them of the experience of working through homework problems and growing their knowledge. With so much potential for cheating today, teachers are beginning to wonder if homework is still useful. This raises the question: are grades still a sufficient sign of merit? Or are they just a reflection of students’ use of AI tools?
Unfortunately, teachers who don’t want their students to use AI can’t always detect it in homework assignments. A recent study found that teachers could not reliably tell the difference between essays written by students and those written by AI. Even automated AI detection tools come with risks because they can be unreliable and sometimes falsely accuse students of cheating.
Instead of penalizing students for using AI, some teachers are considering how to motivate their students to complete assignments on their own. Other teachers are scrapping assignments that are easy to cheat on, like take-home essays, and instead assigning more work inside the classroom. It is likely we see a shift towards oral exams, or Blue Books making a resurgence rather than typed essays. However, in-class work also comes with the drawback of wasting valuable class time. Teachers will have to continue adapting to a rapidly evolving learning environment. This is a major crossroads for the American school system. How much do we value human connection versus productivity? Is an imperfect teacher better than a never-tiring machine?
AI also raises concerns about equity in schools. With no established standard for incorporating AI tools in education, students will certainly have a difference in their access. Students from wealthier families may have access to more advanced AI tools or premium subscriptions. Meanwhile, students in underfunded schools may lack the digital infrastructure to use AI at all. This digital divide could widen existing achievement gaps and make it harder for disadvantaged students to compete.
The shift toward AI is forcing educators to reconsider what skills matter most. If AI can handle basic writing and calculations, perhaps schools should focus more on critical thinking, creativity, and the ability to evaluate AI-generated content. Some educators argue that learning to work alongside AI—understanding its limitations, fact-checking its outputs, and using it as a tool rather than a replacement for thinking—may be one of the most important skills students can develop. As AI continues to evolve, our education system must find the balance between embracing new technology and preserving the fundamental goal of helping students learn to think for themselves.
Adapting to AI in education won’t be easy, and it will require collaboration between teachers, administrators, policymakers, and families. Schools may need to invest in professional development so teachers can learn effective strategies for integrating AI while maintaining academic integrity. Clear, consistent policies about AI use are critical—not just in the classroom, but at the school-wide and even district-wide levels—to reduce confusion for both students and teachers. Above all, we must remember that education is fundamentally about human connection and growth. AI is a powerful tool, but it should not replace the mentorship, inspiration, and guidance that skilled educators provide. The goal should not be to compete with AI, but to prepare students to thrive in a world where AI is ubiquitous.