Artificial intelligence is transforming higher education: banning it is no longer an option

With the baccalaureate results just announced, a new chapter is dawning for high school graduates. Higher education, undergoing rapid change, is being redefined under the growing influence of artificial intelligence. In a world where AI-powered tools such as OpenAI, DeepMind, and Google AI are becoming increasingly integrated into our daily lives, education stakeholders are attempting to navigate this era of innovation. Faced with a disruption that is changing assessment methods and career preparation, it has become crucial to reexamine the role of these technologies. Are they a threat to the academy or an opportunity to enrich learning?

The Disruptions of Assessment in the Age of Artificial Intelligence

The last two years have seen a massive adoption of artificial intelligence in educational processes. Universities and colleges are struggling to adapt to this influx. David Catel, a professor at the University of Orléans, notes that the use of these tools varies from one field to another. In some specialties, they are almost ubiquitous. “We need to reevaluate our teaching methods,” he insists, noting that innovation is not progressing as quickly as hoped.

This transformation impacts assessment methods. Teachers see AI as both an opportunity to reinvent their approaches and a challenge to master. Many fear a battle with technology, which, instead of being seen as an asset, is often feared as an adversary. This raises the crucial question: how can we reconcile the use of AI with rigorous academic standards?
Rethink assessment scales
Focus on oral assessment

Introduce charters for the proper use of AI

Teachers are thus modifying their assessments, adopting new forms of assessment. At the University of Paris, for example, Jessica, a double master’s student in law, comments on this development: “My midterms now consist solely of written and oral exams.” She also points out that the university has become stricter regarding the use of artificial intelligence tools.

Changing regulations

Institutions like 3iL in Limoges have also adapted their practices. They believe that AI must be regulated to prevent abuses in academic work. With stricter citation guidelines, students must now cite their sources in detail, including the page and excerpt. This is a way to promote rigor and more transparent use.

Impacts on academic results

David Catel mentions that, following these adjustments, significant improvements have been observed in student results. “In two years, written grades have increased by two to three points thanks to a better understanding of the subjects.” This seems to prove that the need to respond to the emergence of AI has led to practices that promote self-analysis and critical thinking among students.	Assessment	Before adjustment
After adjustment	Written grades	Variable, often lower
Improvement of 2-3 points	Quality of internship reports	Frequent criticism
Improved assessment	Use of AI	General fear

Encouragement of critical use

Faced with this reality, the challenge now is to teach students how to use these artificial intelligence tools critically. Universities are striving to transform this potential threat into an ally. As the future of work rapidly evolves, the ability of future professionals to master AI is central to their training.

Encouraging critical thinking and pedagogical innovation

Rethinking assessment within an artificial intelligence framework also involves integrating these tools into daily learning. Grégoire Borst, professor at Paris Cité University, suggests a more formative approach. He emphasizes the need to support students so they learn to construct their knowledge, rather than simply taking exams based on memory.

Institutions can thus take advantage of pedagogical innovations. To do this, they must develop new skills and help them understand when and how to use AI without compromising their learning. For example:
Workshops on the use of AI
Debates on ethics and responsibility

Training in writing and synthesizing information

Cooperation between teachers and students

Another idea is to create a constructive dialogue between teachers and students. By introducing discussions around AI and its implications, institutions can turn the challenge it represents into an opportunity for innovation. Teachers familiar with digital tools share their experiences with their less comfortable colleagues. This sharing is essential for building a positive culture of AI use in the classroom.

Interactive quizzes and exercises to strengthen engagement

Platforms like Coursera, edX, and Knewton offer resources that encourage students to interact with their learning environment. By integrating real-time quizzes and exercises, instructors can assess progress while helping students develop critical thinking skills.	Platform	Features
Potential Uses	Coursera	Varied courses, accessible to all
Learning new skills	edX	Online courses from leading universities
Real-time knowledge updates	Knewton	Personalized learning paths

Individual progress tracking

All of this contributes to better mastery of digital skills, should ideally translate into a deeper understanding of AI issues, and fuel training that prepares students not only for their exams, but also for their future careers.

Turning Fears into Opportunities

While the idea of banning AI seems like an understandable reaction, experts agree that it would be counterproductive. By playing the rigid conformity card, the risk is leaving students unable to cope with a world where AI plays a central role. Kevin Carillo, Master’s Program Director at TBS Education, emphasizes: “It must be seen as a form of task delegation and not as a threat.” This changes the way we think about education in a digital society.

Students must be encouraged to view AI as a tool for innovation and creativity. Through its ability to generate ideas, artificial intelligence, like Microsoft Azure and IBM Watson, can become a valuable tool in solving complex problems. As they learn to make the most of these technologies, students can prepare for a future where they will be called upon to collaborate with them constructively.
Train in the critical use of AI
Encourage taking responsibility

Distinguishing the use of AI in different learning contexts

Ultimately, it is not a question of whether AI should be used in higher education institutions, but rather how it can be done effectively. The challenges presented by its integration can be transformed into new avenues of learning, preparing students to evolve in a changing world.	Approach	Details
Impact on students	Formative assessment	Highlighting progress
Promotes active learning	Proactive use of AI	Writing and research support tools
Strengthens creativity and innovation	Critical skills	Specific training in AI and its challenges

Prepare for an evolving professional world