AI Tools in Academics: Help or Harm?
Course Title: Composition and Communication Skills
Course Code: ENG102
Section: 45
Submitted to:
Mohammad Rejaul Karim
Department of English
East West University
Submitted by:
Hamza Akter Humaira
ID: 2025-1-60-029
Jason Dhaki
ID: 2025-1-60-021
Nafisa Sultana Gungun
ID: 2025-1-60-024
Submission Date: 18/08/2025
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Table of Contents
Content Page number
Introduction 03
Benefits of AI in academics 03
Harms and risks of AI in academics 04
Responsible use of AI 05
Real world examples, case studies and
05
survey
Author’s reflection 06
Conclusion 06
References 07
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Introduction
“Success in creating Artificial Intelligence would be the biggest event in human history.
Unfortunately, it might also be the last, unless we learn how to avoid the risks,” said Stephen
Hawking in 2014, during the launch of the Leverhulme Center for the future of Intelligence
(CFI) at Cambridge University. In the current timeline Artificial Intelligence (AI) has become an
integral part in every aspect of life, especially in academics. From proof-reading essays,
enhancing academic texts to generating creative ideas and assisting in research, AI tools have
proven to be an indispensable ally to every student. AI has swiftly cemented its role in
academics, gaining worldwide recognition around 2020, through the introduction of applications
such as ChatGPT and Grammarly. But as the saying goes, “Every rose has its thorns”, AI despite
its many benefits, can hinder a student’s growth by limiting their creative potential and reducing
the incentive to read books or research articles in search of their answers. AI tools have surfaced
as revolutionary allies in academia, optimizing research, improving writings and unlocking
unprecedented access to knowledge, yet their overreliance risks constraining a student’s
capabilities, critical thinking and ability to produce authentic works.
Benefits of AI in academics
Artificial intelligence has assisted with the transformative benefits within academic
environments that has significantly contributed to reshaping how students learn and educators
teach.
A major advantage of AI in academics is personalized learning. AI tools such as ChatGPT,
Claude, DeepSeek, and Overleaf can tailor content for students with extensive detail and provide
targeted feedback according to individual learner needs. This powerful adaptability enables
students to progress at their own pace, eliminating the need to search across multiple platforms,
and instead allowing them to engage directly with materials suited to their current level of
mastery. It encompasses a broad range of learning strategies by customizing learning based on a
learner’s strengths, weaknesses, and goals and makes personalized learning scalable.
AI can enhance learning significantly as it is accessible in environments that lack resources. AI
provides easy access to information including tools for content adaptation, language translation.
It is a digital library that can provide access to a diverse array of digital learning materials which
includes textbooks, articles, interactive simulations, videos, summaries, even in the absence of
access to physical books.
Into the bargain, AI amplifies offers and massively boosts productivity. Platforms can check
assignments, generate practice questions to solve and master specific lessons, and summarise
long lesson slides into small, informative chunks, freeing students to spend more time on
face-to-face instruction and individualised problem solving.
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For educators, individual productivity can be skyrocketed via the help of AI. Platforms can grade
answer scripts, generate practice problems, and produce personalised lesson plans however the
instructor wants. Research on systems like Korbit and many other AI-powered tutoring platforms
shows that they can drastically increase learning outcomes. Additionally, this will yield
completion rates that are 2–2.5 times higher compared to traditional online learning formats.
Lastly, AI helps both students and educators work at the right pace using methods like spaced
repetition and quick progress checks. For students, this means learning in a way that’s easier to
remember and understand. For educators, it means getting clear insights into each learner’s
progress so they can give the right support at the right time.
Harms and risks of AI in academics
Artificial intelligence offers significant potential in education, yet its rapid and unregulated
adoption has raised serious concerns. One of the most pressing issues is academic dishonesty. AI
tools can now generate complete essays, solve assignments, or answer examination questions
with minimal user input. As a result, plagiarism detection has become more difficult, since
AI-generated content often evades conventional detection software. This undermines the
integrity of academic assessment and diminishes the value of genuine student work.
Another challenge is over-reliance on AI, which risks weakening essential cognitive skills. When
students repeatedly turn to AI for solutions, they may bypass the processes of analysis,
reasoning, and independent problem-solving. This dependence can hinder the development of
critical thinking and creativity skills essential for innovation and professional competence. Over
time, reliance on automated outputs may encourage superficial learning, where information is
memorized but not truly understood.
Data privacy and security also present significant risks. AI platforms often require users to share
personal and educational data, much of which is stored on remote servers. If safeguards are
inadequate or a breach occurs, sensitive information could be misused. Moreover, the vast
datasets that power AI systems can include biases, leading to inaccurate or prejudiced outputs.
For instance, an AI trained on flawed or unbalanced data may perpetuate stereotypes or present
misleading facts as authoritative. The risk of misinformation is also serious. AI models
sometimes produce confident but factually incorrect responses, known as “hallucinations.”
Students who rely on such outputs without verification may unknowingly adopt and spread false
information, compromising the quality of academic discourse.
In summary, AI in academics raises several concerns: academic dishonesty, plagiarism detection
challenges, over-reliance that weakens critical thinking and creativity, threats to data privacy and
security, biased or inaccurate outputs, and the spread of misinformation.
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Responsible Use of AI
AI should be used as a supporting tool rather than an alternative for genuine learning. Although
it can generate creative ideas, streamline research, proof-read academic texts and produce
flawless writings, it should not replace critical thinking and mental aptitude of students. They
should be encouraged to use Artificial Intelligence ethically as a source of guidance, allowing
them to refine their ideas, assist in research, debug their codes, etc., rather than as a shortcut to
quick completion of their required tasks. Students studying Computer Science and Engineering
(CSE) can use AI to generate project ideas, debug their code or enhance it for a smoother
experience, while those writing creative essays can use it to proof-read their writings or to
generate synonyms and quotes to enhance it. Educational institutions should implement policies
and tools to ensure academic integrity and verify that the student produced an original piece.
This approach of using AI tools to facilitate the learning process will not only preserve the
development of critical thinking and problem solving skills but also assist in academic ventures.
Real-World Examples, Case Studies, and Survey
Universities worldwide have responded to the rise of AI tools with mixed approaches. For
example, the University of Hong Kong and Sciences Po in France initially banned ChatGPT over
concerns about plagiarism and academic dishonesty. However, both later reinstated its use under
strict guidelines, focusing on digital literacy and responsible integration. This reflects a growing
consensus that complete bans of AI are impractical. AI can be used as a supportive tool rather
than a substitute. Additionally, Cases of AI misuse are also reported.
We conducted a survey of students where 100% respondents have used AI tools for academic
purposes, with the majority using them “almost always.” Below is a summary of our survey
results that includes the opinions of 27 students. This highlights students’ experiences and
opinions on using AI tools in academics. These findings help support our discussion of both the
benefits and concerns associated with AI use.
Question Key Finding
Have you ever used an AI tool for 100% yes
academics?
How often do you use AI tools? Majority “Almost always,” some “Often” or
“Occasionally”
Most used AI tools 70.4% choose ChatGPT
How helpful have AI tools been? 66.7% said“Very helpful,” rest 33.3% said “Somewhat
helpful”
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Benefits noticed Most vote for “Better understanding of topics”
Used AI to generate assignments 66.7% said “Yes”
and own works?
Main concerns in academics? Majority said “Students becoming overly reliant”,
“Increase in plagiarism/cheating”, “Decrease in
original thinking”
Should AI be banned? 66.7% said “Only in exams or graded work”
Should students be taught 100% Yes
responsible AI use?
Author’s reflection
We chose the topic “AI Tools in Academics: Help or Harm?” because AI has drastically become
an important part of our academic journey. Like many students, we have also used AI tools like
ChatGPT, DeepSeek, Claude, and more to make our lessons easier to understand, generate ideas,
streamline research, and overall make our academic lives efficient. One challenge we faced while
writing this term paper was finding reliable, balanced sources and setting aside our personal
biases as we use AI ourselves. Despite this challenge, we realised how powerful AI can be when
used responsibly as a helper tool. At first, we mainly focused on the benefits of AI, but as we
dived deeper into the research, took opinions from other students like us, we realised that there
are also serious harms, such as over-reliance, cheating, lack of critical thinking, and even
misinformation.
Ultimately, we have come to realise that AI is not entirely good or bad. We concluded that AI in
academics has both positives and negatives which entirely depends on how we use it. Moving
forward, we plan to use AI to assist us in our learning process rather than as a substitute for it.
Conclusion
Artificial intelligence in academics has a dual nature, offering both valuable opportunities and
significant challenges. AI itself is not inherently harmful but its impact largely depends on how it
is utilized by students, educators, and institutions. Without proper guidance, AI can contribute to
academic dishonesty, reduce critical thinking, and privacy concerns. Therefore to utilize its
benefits while minimizing risks, a balanced use of AI is essential. One that is accompanied by
strong ethical education and clearly defined boundaries. Educational institutions must implement
policies that promote responsible use and develop students’ understanding of AI’s limitations and
potential biases. Such an approach ensures that AI serves as a supportive tool rather than a
disruptive force. Ultimately, the future of education lies in the collaborative partnership between
humans and AI, by which technology enhances learning and creativity without replacing
personal human development.
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References
● How AI Is Being Used in Education to Personalize Learning ~ by Science News Today
● The use of ChatGPT in higher education ~ Cornell University
● The Role of AI Detection Tools in Upholding Academic Integrity ~ ResearchGate
● Pros and Cons of Artificial Intelligence in Education: A Review ~ Bentham Science
Publishers LTD.
● Advantages and disadvantages of AI in education ~ University Canada East
● ChatGPT’s Study Mode Is Here. It Won’t Fix Education’s AI Problems ~ Wired -
American technology and culture magazine
● Should you use AI in your university courses? ~ The Daily Star
● Top Hong Kong university drops ban on ChatGPT in coursework by students ~ Hong
Kong Free Press
Appendix
1) In what specific situations have you found AI tools (e.g., ChatGPT, Grammarly, Claude)
most helpful in your academic work?
2) Have any of your instructors discussed or set rules regarding AI use in assignments or
exams? If yes, what were those rules?
3) If AI tools suddenly became unavailable, what impact would that have on your academic
performance or workflow?
4) Have you ever received incorrect or misleading information from an AI tool? If yes, what
was the outcome?
5) What would you include in a “Responsible AI Use” policy for students at your
university?
6) In the next 5 years, how do you imagine AI shaping higher education?
