Should we ban generative AI or teach it?

Teach it, and change assessment accordingly. Bans are unenforceable, fall unevenly on students, and leave graduates without a skill their employers now assume. The workable position is defining where AI use is expected, permitted and excluded, per assessment.

Do AI detection tools work?

Not reliably enough to carry a disciplinary decision on their own. They produce false positives, disproportionately for students writing in a second language. Treat any flag as a prompt to look, never as evidence.

What should an institution's AI policy actually cover?

Permitted use by context, disclosure expectations, how assessment is designed around it, what student data learning systems may collect, and who decides in a contested case. A policy that only prohibits leaves every hard call to individual staff.

Industries

AI for Education

Education faced generative AI before it had a position on it. Students adopted the tools immediately, institutions responded with detection that does not reliably work, and the underlying question - what we are actually assessing - went unanswered.

The position

The UAE's federal target of a million AI-skilled professionals also puts institutions on the supply side of the national strategy, not just its compliance side.

We help institutions set AI policy that staff can apply consistently, build AI literacy in faculty rather than only in students, and govern the student data that learning systems collect.

What is pressing

Four pressures specific to this sector.

Assessment integrity

Detection tools produce false positives that fall hardest on second-language students. Redesigning assessment is slower than policing it, and more durable.

Faculty capability gap

Policy applied by staff who have not used the tools produces inconsistent decisions and appeals. Literacy has to reach faculty first.

Student data in learning systems

Adaptive learning platforms collect detailed behavioural data on minors. Consent, retention and secondary use need explicit positions.

Preparing graduates

Employers increasingly expect AI fluency. Institutions that ban rather than teach send graduates out without it.

Where the divisions apply

Which divisions this sector uses, and in what order.

Listed most relevant first. Most organizations in this sector enter through the first and draw on the others later.

Questions

What this sector asks first.

Should we ban generative AI or teach it?: Teach it, and change assessment accordingly. Bans are unenforceable, fall unevenly on students, and leave graduates without a skill their employers now assume. The workable position is defining where AI use is expected, permitted and excluded, per assessment.
Do AI detection tools work?: Not reliably enough to carry a disciplinary decision on their own. They produce false positives, disproportionately for students writing in a second language. Treat any flag as a prompt to look, never as evidence.
What should an institution's AI policy actually cover?: Permitted use by context, disclosure expectations, how assessment is designed around it, what student data learning systems may collect, and who decides in a contested case. A policy that only prohibits leaves every hard call to individual staff.

Discuss AI in education All industries

AI for Education

Four pressures specific to this sector.

Assessment integrity

Faculty capability gap

Student data in learning systems

Preparing graduates

Which divisions this sector uses, and in what order.

Learning and Development

AI Governance

AI Strategy

Community

What this sector asks first.