{"id":77731,"date":"2025-07-29T15:45:49","date_gmt":"2025-07-29T19:45:49","guid":{"rendered":"https:\/\/world.edu\/?p=77731"},"modified":"2025-07-29T15:45:49","modified_gmt":"2025-07-29T19:45:49","slug":"ai-can-be-responsibly-integrated-into-classrooms-by-answering-the-why-and-when","status":"publish","type":"post","link":"https:\/\/world.edu\/ai-can-be-responsibly-integrated-into-classrooms-by-answering-the-why-and-when\/","title":{"rendered":"AI can be responsibly integrated into classrooms by answering the \u2018why\u2019 and \u2018when\u2019"},"content":{"rendered":"

\"\"<\/p>\n

Scroll through social media and you\u2019ll find numerous videos such as \u201cHow to Use AI to write your essay in 5 minutes\u201d or \u201cHow to skip the readings with ChatGPT.\u201d<\/p>\n

The discourse surrounding AI in education is deafening and it\u2019s almost entirely consumed by the question: How?\u00a0How do we write the perfect prompt?<\/a>\u00a0How should educators integrate ChatGPT into academic work\u00a0or detect its use?<\/a><\/p>\n

This obsession with methods and mechanics is a dangerous distraction. By racing to master the \u201chow,\u201d we have skipped the two far more critical, foundational questions: why should we use these tools in the first place, and when is it appropriate to do so?<\/p>\n

Answering the \u201chow\u201d is a technical challenge. Answering the \u201cwhy\u201d and \u201cwhen\u201d is a philosophical one. Until educators and educational leaders ground their approaches in a coherent philosophical and theoretical foundation for learning, integrating AI will be aimless, driven by novelty and efficiency rather than human development.<\/p>\n

Two frameworks provide the essential lens we need to move beyond the hype and engage with AI responsibly: \u201cvirtue epistemology,\u201d which argues\u00a0that knowledge is not merely a collection of correct facts or a well-assembled product, but the outcome of practising<\/a>\u00a0intellectual virtues; and a care-based approach that prioritizes relationships.<\/p>\n

Virtue over volume<\/strong><\/h4>\n

The current \u201chow-to\u201d culture implicitly defines the goal of learning as the production of a polished output (like a comprehensive report or a functional piece of code). From this perspective, AI is a miracle of efficiency. But is the output the point of learning?<\/p>\n

Virtue epistemology, as championed by philosophers like\u00a0Linda Zagzebski<\/a>, suggests the real goal of an assignment is not just writing the essay itself \u2014 but the cultivation of curiosity, intellectual perseverance, humility and critical thinking that the process is meant to instil.<\/p>\n

This reframes the \u201cwhy\u201d of using AI. From this perspective, the only justification for integrating AI into a learning process should be to support and sustain intellectual labour.<\/p>\n

If a student uses AI to brainstorm counterarguments for a debate, they are practising intellectual flexibility as part of that labour. If another student uses AI to map connections between theoretical frameworks for a research paper, they are deepening conceptual understanding through guided synthesis.<\/p>\n

When AI undermines \u2018why\u2019<\/strong><\/h4>\n

However, when the \u201chow\u201d of AI is used to bypass the very struggle that builds virtue (by exercising intellectual labour, including analysis, deliberation and judgment), it directly undermines the \u201cwhy\u201d of the assignment. A graduate student who generates a descriptive list of pertinent research about a topic without engaging with the sources skips the valuable process of synthesis and critical engagement.<\/p>\n

This stands in direct contrast to philosopher and educator\u00a0John Dewey<\/a>\u2019s view of learning\u00a0as an active, experiential process<\/a>.<\/p>\n

For Dewey, learning\u00a0happens through doing, questioning and grappling with complexity, not by acquiring information passively<\/a>. Assignments that reward perfection and correctness over process and growth further incentivize the use of AI as a shortcut, reducing learning to prompting and receiving rather than engaging in the intellectual labour of constructing meaning.<\/p>\n

Care over compliance<\/strong><\/h4>\n

If the \u201cwhy\u201d is about supporting human intellectual labour and fostering intellectual virtue, the \u201cwhen\u201d is about the specific, contextual and human needs of the learner.<\/p>\n

This is where an \u201cethics of care<\/a>\u201d becomes indispensable. As philosopher Nel Noddings proposed,\u00a0a care-based approach prioritizes relationships<\/a>\u00a0and the needs of the individual over rigid, universal rules. It moves away from a one-size-fits-all policy and toward discretionary judgment.<\/p>\n

The question: \u201cWhen is it appropriate to use AI?\u201d cannot be answered with a simple rubric. For a student\u00a0with a learning disability<\/a>\u00a0or severe anxiety, using AI to help structure their initial thoughts might be a compassionate and enabling act, allowing them to engage with the intellectual labour of the task without being paralyzed by the mechanics of writing. In this context, the \u201cwhen\u201d is when the tool removes a barrier to deeper learning.<\/p>\n

Conversely, for a student who needs to develop foundational writing skills, relying on that same tool for the same task would be irresponsible. Deciding the \u201cwhen\u201d requires educators to know their learner, understand the learning goal and act with compassion and wisdom. It is a relational act, not a technical one.<\/p>\n

Educators must ensure that AI supports rather than displaces the development of core capabilities.<\/p>\n

AI as mediator<\/strong><\/h4>\n

This is also where we must confront historian and philosopher\u00a0Michel Foucault<\/a>\u2019s challenge to the idea of the lone, autonomous author. Foucault argued that the\u00a0concept of the author functions to make discourse controllable and to have a name that can be held accountable<\/a>. Our obsession with policing students\u2019 authorship \u2014 a \u201chow\u201d problem focused on originality and plagiarism \u2014 is rooted in this system of control.<\/p>\n

It rests\u00a0on the convenient fiction of<\/a>\u00a0the unmediated creator, ignoring that all creation is an act of synthesis, mediated by language, culture and the texts that came before. AI is simply a new, more powerful mediator that makes this truth impossible to ignore.<\/p>\n

This perspective reframes an educator\u2019s task away from policing a fragile notion of originality. The more crucial questions become when and why to use a mediator like AI. Does the tool enable deeper intellectual labour, or does it supplant the struggle that builds virtue? The focus shifts from controlling the student to intentionally shaping the learning experience.<\/p>\n

Reorienting AI through values and virtue<\/strong><\/h4>\n

The rush to adopt AI tools without a philosophical framework is already leading us toward a more surveilled, less trusting and pedagogically shallow future.<\/p>\n

Some\u00a0educational systems<\/a>\u00a0are investing money\u00a0in AI detection software<\/a>\u00a0when what\u2019s needed\u00a0is investing<\/a>\u00a0in\u00a0redesigning assessment<\/a>.<\/p>\n

Policy is emerging that requires students\u00a0to declare their use of AI<\/a>. But it\u2019s essential to understand that disclosure isn\u2019t the same as meaningful conversations about intellectual virtue.<\/p>\n

Answering the questions of why and when to use AI requires us to be architects of learning. It demands that we engage with thinking about learning and what it means to produce knowledge through the works of people like Dewey, Noddings, Zagzebski and others as urgently as we do with the latest tech blogs.<\/p>\n

For educators, the responsible integration of AI into our learning environments depends on our commitments to cultivating a culture that values intellectual labour and understands it as inseparable from the knowledge and culture it helps generate.<\/p>\n

It is time to stop defaulting to \u201chow\u201d and instead lead the conversation about the values that define when and why AI fits within meaningful and effective learning.<\/p>\n

Author Bio:<\/strong> Soroush Sabbaghan is Associate Professor, Werklund School of Education at the University of Calgary<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Scroll through social media and you\u2019ll find numerous videos such as \u201cHow to Use AI to write your essay in 5 minutes\u201d or \u201cHow to skip the readings with ChatGPT.\u201d The discourse surrounding AI in education is deafening and it\u2019s almost entirely consumed by the question: How?\u00a0How do we write the perfect prompt?\u00a0How should educators […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[434804],"tags":[12758],"coauthors":[11733],"class_list":["post-77731","post","type-post","status-publish","format-standard","hentry","category-artificial-intelligence","tag-artificial-intelligence-2"],"acf":[],"yoast_head":"\nAI can be responsibly integrated into classrooms by answering the \u2018why\u2019 and \u2018when\u2019 - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/ai-can-be-responsibly-integrated-into-classrooms-by-answering-the-why-and-when\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"AI can be responsibly integrated into classrooms by answering the \u2018why\u2019 and \u2018when\u2019 - 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