Professors vs. AI: Who wins in the classroom?
Only 1 out of 35 university students said, that they don't use any AI tools for studying, according our survey with participants from eight different countries. This leaves professors with a dilemma: Does AI actually optimize the learning process, or is this just another shortcut?
By Lizi Nozadze, Tetiana Chaban, Julia Stürmer, Sofiia Melekh and Casper Brock
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Students in university now can give you the answers about the most complex texts in a minute, with the full explanation. How are they doing that? Have we become more advanced or is it the Artificial Intelligence that is doing all the work? Few taps, and the exercise is done. ChatGPT and other AI tools are making students' lives easier, but at what costs? Even the professors are thinking about having AI assistance while teaching the ancient languages that not many people speak now.
This obviously creates the controversies, but since the revolutionary introduction of AI tools like ChatGPT, it has become more the norm than the exception for students worldwide to incorporate them into their study routines.
To understand the topic better, we have sent a survey to our network. The responders are students from: Austria, Ukraine, Georgia, Azerbaijan, Denmark, Germany, Italy and Japan.
These are one of the questions we asked the participants of our survey, to understand the complex topic better: Do they see AI in their studies as a threat or a helper?
European Survey Reveals Divided Student Opinions on AI in Education
In addition to our own findings, a European study comparing students in seven countries shows that concerns about AI in education vary widely. Many students fear that AI could deepen inequalities, such as fast learners advancing quicker while others fall behind, or worry about lacking equal access to AI tools. Turkish students expressed the highest levels of concern, particularly about educational disadvantages and bullying through Deep Fakes, while German and Spanish students were generally less worried. These differences highlight how students’ educational environments shape their attitudes toward AI in the classroom.
Source: AI in European Schools The students in this survey was between 12 - 17 years old. To get an insight in the next generation of University students.
At the same time, the study reveals that students are eager for more innovative and personalized approaches to learning, 79% prefer problem-solving over memorization, and 69% support continuous assessment over one-off exams. Yet they remain divided on the role of AI in education. Not only students, but also professors have different approaches to using AI in the classroom, which is why we decided to speak directly with them and hear their perspectives.
Przemysław Kordos
Professor Przemysław Kordos is teaching at the University of Warsaw, and is welcoming the development and potential of AI in education. He describes AI like 'building a ship while sailing it'.
AI is not the problem in education; AI exposes the problems. AI shows what we are really bad on. We are used to be educated in a very genetic way.
We are facing a bunch of tools, there are really wondrous, but not reliable.
But there is an exception: He gives this example "Ask ChatGPT to give you a number between 1 and 50". The answer will always be the same. Try it for yourself.
Andrii Shestak
Andrii Shestak is the Director of The School of Journalism and Communications at the Ukrainian Catholic University and Vice Dean of the Faculty of Social Science. He's not only positive about the developing of artificial tools, but points out that students should always be aware and know, why they use it, and what it can be used for.
Among other questions, the participants in the survey was asked to give an insight into how they use AI, and to know their individual patterns
Research or idea generation is one of the reasons, that pops out in the answers. Sametime, we can see, that writing help and understanding complex topics is most common. Areas that often make the individual stand out from the crowd and create something unique.
Małgorzata Dmitruk
Małgorzata Dmitruk is an artist and professor at the Academy of Fine Arts in Warsaw in the Faculty of sculpture. She does not fear, that AI will take over her job as an artist, but in some situations, AI could be able to erase the human and creative soul behind.
As an example, she shares a story from one of her former students, Eliasz:
I remember, that Eliasz used a phrase saying that he really likes how the machine places commas, periods and organizes everything for him.
Małgorzata noticed, that the student, according to her, lost some of his artistic personality and spontaneity. She's not an AI avoider, as long as people remember to use it consciously, she does not see it as a threat.
Małgorzata believes that AI does not work in the world of creativity. Art is expressing personal emotions through one's work. And this is someting, that AI will never be able to do on its own.
Does this affect critical thinking?
Professor Przemysław Kordos thinks that using AI might create critical thinking problems, and people will not be able to decide by themselves, if something is good, bad, ugly or beautiful.
"I don't know how to make critical thinking sexy again."
Just a tool?
Can help,
but will not
do the work
for you.
"Everyday tools"
There is a clear contrast between her students and Małgorzata Dmitruk. For her, everyday tools stills include needle and threat.
What we know now is clear:
AI is no longer a question of the future - it’s already deeply embedded in the way students learn today. With only one out of 35 students reporting they avoid AI tools, it’s evident that digital assistance has become a default companion in classrooms across the globe.
Professors may differ in their outlooks: Professor Kordos doesn’t see AI as a threat but believes it exposes the weaknesses of traditional education; Professor Dmitruk emphasizes the need to protect human creativity; and Professor Shestak supports AI’s potential, as long as students understand how and why they use it.
Yet all three agree on one thing: