In today’s technology-driven world, where devices and apps dominate much of our daily activities, I often begin my classes with a simple but purposeful request: “Please close your laptops, tablets, and phones.” This isn’t because I’m opposed to technological advancements or the educational tools that help us connect and learn. Quite the opposite—technology plays a crucial role in modern education. However, when it comes to truly stimulating students’ brains, the best learning outcomes still come from traditional methods that emphasize active engagement.
Surprisingly, the old-school techniques—writing on a whiteboard, taking notes with pen and paper, and engaging in Socratic dialogue—are still among the most effective ways to enhance cognitive activity. These methods encourage students to focus, think critically, and actively participate in their own learning process. Unlike passive digital note-taking, these conventional approaches require more brain engagement, allowing students to retain and understand the material on a deeper level.
But as an educator in the era of artificial intelligence (AI), I find myself increasingly torn. While AI tools like ChatGPT can assist students with research and idea generation, they also present a challenge: Are students truly developing their critical thinking and problem-solving skills, or are they relying too much on AI to do the heavy lifting?
Take essay assignments, for example. In the past, these were reliable ways to gauge a student’s understanding and originality. Nowadays, however, it’s not always easy to tell if an essay is the product of genuine student effort or an AI-generated response. While AI can certainly help with organizing thoughts or overcoming writer’s block, there’s a risk that students might become too comfortable depending on these tools, undermining the very purpose of education.
The real question is: Where’s the sense of accomplishment if AI completes the work? Learning is about the process—the struggle, the challenge, and the eventual reward of overcoming obstacles. It’s in those moments of frustration and persistence that true intellectual growth happens. And that’s why I encourage my students to trust in their own abilities, to use their own brains, and to embrace the effort it takes to succeed.
In the classroom, I have the unique opportunity to create an environment that promotes independent thinking. For a few hours each week, I can foster an atmosphere where students are encouraged to trust their instincts, share their ideas, and develop their own intellectual confidence. Many students feel nervous about voicing their opinions, afraid of being wrong. But I remind them that this anxiety is a natural part of learning—something we all face at their age. It’s only through experience, trial, and error that these fears start to fade.
My goal is to help students understand that there’s no wrong answer as long as they can justify their reasoning. Education isn’t about always being right; it’s about developing a thoughtful, informed perspective. When students start to understand this, they engage more actively in discussions, ask better questions, and become more curious learners. The classroom then transforms from a place of passive learning into one of exploration, experimentation, and discovery.
In many ways, the classroom reflects the broader challenges we face in life. It’s a space where students encounter problems, think critically, and, most importantly, learn through their own experiences. As a lecturer, I believe it’s my duty to guide students through this process, to show them that learning is not about taking shortcuts—especially those offered by AI—but about building the skills and knowledge that will serve them in the long run.
As artificial intelligence continues to evolve, the role of educators becomes even more critical. We need to strike a balance between embracing new technology and preserving the value of authentic learning experiences. AI can be a helpful tool, but it should never replace the satisfaction and growth that come from a student’s own efforts.
In the end, I’m confident that students, when given the opportunity and the right encouragement, will choose the path of genuine learning. It’s not just about acquiring knowledge—it’s about developing the character, critical thinking, and resilience needed to thrive in an increasingly complex world. And that is something no AI can ever replace.
By the way, here’s an irony: I also used ChatGPT to rephrase this story. Of course, I wrote the original myself, but I still felt the need for a little assistance. Yet, I truly hope—and I really mean this—that relying on AI won’t make me too comfortable.
