AI, But Verify: Navigating Future Of Learning

Time of India

16 hours ago

New Delhi: At a time when artificial intelligence is reshaping how we learn, teach and think, IIT Delhi took a leap into the
future
. Last year, IIT Delhi formed a dedicated committee to explore how generative AI tools could be ethically and effectively integrated into teaching, research and examinations.
After months of collecting detailed feedback from both students and faculty, the committee released a comprehensive report covering short-term goals that revealed some eye-opening trends.
A significant 80% of students reported using generative AI (GenAI) tools, with 81% of them engaging with these technologies several times a week. Around 10% of the respondents have even invested in paid subscriptions, citing the limitations and inaccuracy of free versions as a major concern.
Based on these insights, the institute released a set of guidelines. A cornerstone of these new rules is the mandatory disclosure of any content generated or assisted by GenAI tools for transparency and academic integrity.
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"We mandated that all academic programmes include exposure to artificial intelligence and machine learning. Most departments have already incorporated the elements, ensuring that all graduates from IIT Delhi will soon possess strong proficiency in AI.
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This committee was formed on April 9, 2024, to guide this transition and determine the best approach for integrating AI," said Rangan Banerjee, director of IIT Delhi.
In the long term, the committee was tasked with providing clear guidance on the use of GenAI tools while monitoring advancements in the field, identifying the necessary training and support infrastructure to ensure their effective and equitable use, and recommending a governance structure and AI policies that align with the existing policy framework.
The report states, "While generative AI tools offer potential benefits—such as personalised, real-time feedback and customized learning experiences—they also raise significant concerns. These tools can produce inaccurate or misleading responses, and excessive reliance on them may undermine essential learning outcomes, particularly the development of critical thinking skills. It is imperative for educational institutions to establish clear guidelines that educate and sensitise both students and faculty".
The genesis of this initiative reflects the growing recognition that GenAI tools are no longer futuristic concepts but active collaborators in academic life. They offer undeniable benefits—personalised, real-time feedback, efficient writing assistance, and novel ways to visualise and explore complex topics. Yet, their rapid adoption has also brought challenges and concerns that the committee sought to understand firsthand by engaging with the campus community.
A survey circulated among faculty and students revealed a nuanced picture of AI's current role at IIT Delhi. According to the feedback of 427 student respondents, AI facilitated their learning by simplifying concepts, creating mind maps, and simulating scenarios to deepen understanding. However, they also identified significant limitations: inaccuracies in AI responses, difficulties with complex or context-specific questions, and poor performance in mathematical reasoning and code debugging.
Some students even voiced concerns about data privacy and unequal access to paid AI subscriptions, highlighting the socio-economic dimensions of AI equity.
When it came to ethics, the students were divided—just over half saw no professional ethical issues with AI use, while others worried about risks to intellectual integrity and the potential erosion of critical thinking skills. This group cautioned that overreliance on AI might stifle personal agency and authentic engagement with learning, thereby impeding intellectual growth.
Faculty responses, drawn from 88 participants, echoed many of these insights. Around 77% of faculty members use GenAI tools, with half doing so regularly, reflecting a broad acceptance of AI's utility in academic workflows. Faculty members harness these tools for writing assistance, summarising research literature, preparing instructional materials, and streamlining administrative tasks, thereby enhancing productivity.
However, they also raised serious concerns about intellectual integrity, the impact on students' critical thinking development, and the challenges of fair grading when AI-generated content is involved. The lack of reliable detection tools for AI-authored work further complicates assessment fairness.
Recognising these complexities, the committee's recommendations offer a balanced framework designed to harness AI's benefits while safeguarding academic values.
At the individual level, students, researchers, and faculty are urged to disclose AI use transparently—whether in text, images, or data visualisations—to uphold academic integrity. They must take full responsibility for verifying and fact-checking AI-generated content, ensuring it is original and free from plagiarism.
Users are also advised to protect privacy by avoiding the input of sensitive or personally identifiable information into AI tools.
For the institution, the committee recommends regular workshops developed in collaboration with academic units to educate and sensitise both students and faculty on ethical, responsible, and effective AI use. Faculty development programmes should include dedicated modules on AI's applications and implications. Additionally, the institute is encouraged to secure campus-wide licences for premium AI tools, ensuring equitable access and levelling the playing field for all departments and users.
Specific guidance for academic units stresses the need to embed AI education into core curricula, including professional ethics and domain-specific GenAI applications. Learning outcomes—both at the programme and course level—should be redesigned to reflect AI's transformative impact, emphasising skills like critical thinking, original analysis and knowledge application beyond AI's reach. A curated and regularly updated resource compendium on ethical and constructive AI use should be developed to support students and faculty alike.
Acknowledging that outright bans on AI use are impractical, the committee advises that plagiarism policies be revised to explicitly address these tools. These policies should encourage transparency and responsible use, penalise unethical behaviour, such as submitting AI-generated work without meaningful personal input, and reward honest engagement with AI technologies. Faculty members are also urged to review assessment outcomes where AI tools are involved, to refine assignments, identify academic dishonesty and raise awareness of AI's role in education.
The path forward involves not only adapting to technological change but doing so thoughtfully—ensuring that AI enhances the critical thinking, creativity and integrity at the heart of learning and discovery.
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