Canadian universities are increasingly integrating artificial intelligence (AI) tools into their educational frameworks, prompting discussions about the implications of this technology for both instructors and students. Here are just a few of the institutions providing help with AI aren’t evil. Bias and discrimination fears still abound, particularly with risky and untested AI systems.
Studies have shown that even unproven AI systems can perpetuate biases that harm marginalized student populations. The Canadian Alliance of Student Associations has pointed out that “AI-powered plagiarism detection tools have been found to disproportionately misclassify the work of non-native English speakers as AI-generated or plagiarized.” This illuminates the importance of considering how AI tools should be used in classrooms.
Clearly, most Canadian universities are taking action to counter the threat posed by the proliferation of AI. They are offering faculty advice on how to implement these technologies in meaningful and productive ways. At the same time, they are doing this while leaving most of the decision-making up to the discretion of the individual instructor. This gives professors the flexibility to orient the use of AI around their particular course needs and their student demographic.
Many educators, including our fellow faculty here at Georgetown, are already experimenting with generative AI. They urge their students to utilize it to make first drafts of their written tasks. Students assess these outcomes, giving guidance on how successful AI-generated content is in achieving standards of academic rigor.
“We have a wide range of opinions on AI and the use of AI in classrooms and in teaching and in learning,” – Susan McCahan
The university ecological niche has quickly created a space for many varied applications of AI and, in theory, can produce them too. That’s why institutions are rushing to explore the potential of AI tutors. Many of them are taking these initiatives even further by implementing Cogniti, an open-source system created at the University of Sydney. This expansion centers on creating the best learning environments for students. It ensures professors get the training and resources necessary to make sure.
Susan McCahan emphasized, “We want to support faculty who are interested in innovating and using it in their classes. We want to support faculty who find that it is not useful for them or for their students.” This tactic highlights the universities’ intent to adopt a measured palette in AI proliferation.
While we are working on more training for teachers and students, the battle for best practice continues. In a second step, the universities have released ChatGPT Edu licenses with enhanced security features for students and staff. Additionally, an online module will launch to help the academic community navigate and understand the benefits and risks associated with AI in education.
In a recent survey conducted in late 2024, 78 percent of Canadian students reported using AI tools. They use these tools to assist them in their research and cranking out papers. With AI technology now moving quickly into academic life, universities are trying to keep up by welcoming these tools into their teaching blueprint.
“Generative AI is pervasive. It’s everywhere and it will remain that way going forward,” – Christopher Buddle
Despite the enthusiasm surrounding AI’s potential benefits, there remains caution among educators regarding its overreliance. Mohammed Estaiteyeh warned, “If you offload all the skills to the AI tools then you’re not really acquiring significant skills throughout your three- or four-year degree at the university.” This sentiment reflects concerns about students potentially missing out on essential skills if they lean too heavily on AI technologies.
U of M officials admit some of these tools have been out for nearly two years. They think it’s still too early to figure out if kids are really mastering their proper use.
“Those tools have been in place for around two years only. And it’s too early for us to claim that students have already grasped or acquired the skills on how to use them,” – Mohammed Estaiteyeh
The model adopted by these universities focuses on instructor autonomy with a strong pursuit of ensuring they are given the resources to be successful. Christopher Buddle explained, “We don’t tell instructors what to do or not to do. We provide them tools and give them the principles and let them make the best decisions for their course because it’s so discipline specific.”
As Canadian universities begin to figure out how generative AI might fit into their broader pedagogical missions, transparency will be crucial. Yanni Dagonas remarked, “Transparency works to demystify AI, helping our community better understand its impact and potential.”
