AI in the Classroom: Lazy Shortcut?

Across Sri Lankan campuses, laptops are buzzing not just with late-night typing, but with generative AI quietly ghost-writing assignments, theses, and even slick PowerPoint presentations. What was once a whisper in the lecture hall is now an open secret: university students are leaning hard on AI.

The results on paper? Often brilliant. The reality in classrooms? Not always.

The Professors’ Warning

“AI tools are available for this generation to use and it can be a valuable resource. But students must still understand their subject and apply critical thinking, not just copy-paste,” warned Dr. Menaka Fernando, professor of crop science at the University of Ruhuna.

She admits AI can help undergrads gather sources and draft literature reviews, but draws a sharp line: “When it comes to methodologies, AI cannot be relied on.”

The gossip among lecturers is that AI-polished theses look impeccable, but when students stand up to present, their spoken English, analytical skills, and depth of understanding often crumble. On paper, they shine; on stage, they stumble.

The Middle Ground

Dr. Tara de Mel, Executive Director of the Bandaranaike Academy for Leadership & Public Policy, says the debate doesn’t have to be black-and-white. “AI should be framed as a brainstorming partner or research assistant. With teacher guidance, it can expand imagination rather than kill it.”

She proposes process-based tasks that require drafts, reasoning steps, and critiques of AI outputs. Teachers, she says, should train students to check sources, question AI, and evaluate its credibility – skills as vital as essay-writing itself.

Both experts agree: the danger is over-reliance. Too much AI and students risk losing not just their writing style but their original thinking. Yet with balance, transparency, and clear academic guidelines, AI could be the tool that pushes young learners to think broader, not narrower.

The Student Side Gossip    

Away from the lecture halls, students whisper their own version of the story. AI prompt-swapping is the new group study session. WhatsApp groups circulate “killer prompts” that guarantee a passable essay. Some even brag about using multiple AI tools to dodge plagiarism detectors, feeding drafts through one tool, then “humanizing” them with another.

“Everyone’s doing it,” admits one third-year student. “Some just don’t get caught. The trick is knowing how to edit the AI output so it sounds like you.”

For many, it’s less about laziness than survival: deadlines pile up, language barriers weigh heavy, and AI feels like the lifeline that keeps them afloat. Still, others admit it’s tempting to let AI do the heavy lifting while they skate by.

The Big Test Ahead

The storyline is clear: students are already using AI; universities now face the test of whether to ban, police, or embrace it.

For now, the red pen of plagiarism detection may catch the copycats. But the real exam is this: will graduates walk out with original ideas of their own – or just the polished voice of a chatbot?