The author reflects on their decision to leave teaching due to the overwhelming reliance of students on generative AI tools like ChatGPT for writing assignments. Despite efforts to integrate these technologies into the curriculum and encourage critical thinking, students often chose the easier route of outsourcing their writing, leading to superficial understanding and poor writing skills. The reliance on AI tools not only impairs students’ ability to think deeply but also alters their writing style and meaning. Ultimately, the author stresses the importance of experiencing discomfort in the writing process as a means to develop cognitive and academic skills.
| Signal | Change | 10y horizon | Driving force |
|---|---|---|---|
| Educator leaves teaching due to AI reliance | Shift from traditional writing | Increased adoption of AI tools | Dependency on technology |
| Students prefer AI over developing writing skills | Passive learning to active learning | Enhanced AI literacy | Convenience and efficiency |
| AI tools change student’s writing abilities | Ineffective support to improved writing | Quality of understanding shifts | Pressure for academic success |
| Teaching methods evolve in response to AI | Rigid methods to adaptive teaching | Greater emphasis on critical thinking | Need for adaptability |
| Writing analysis struggles with AI-generated text | Clear distinction to blurred lines | Complexity of evaluation increases | Evolving nature of text evaluation |