AI is finding its way into almost every facet of our lives. But within academic circles, I often hear the use of AI equated to cheating. To what extent is AI simply a tool—much like a calculator, a spellchecker, or even a search engine? And in what ways is it more?
The parents of a high school student in Hingham, Massachusetts, are suing the school district after their son was penalized for using AI to generate notes for a history paper outline. The school district has moved to dismiss the case, stating that the discipline followed the student handbook’s guidelines. The parents argue the school’s policy on AI use was added after the paper was submitted. The parents also claim that, as a result of the disciplinary action, their son received a poor grade and was not accepted into the National Honor Society, which they believe harms his chances of getting into an Ivy League college.
A Line Between Assistance and Creation
Recent research has found that generative AI tools like ChatGPT are lifting students’ cognitive load. However, the research also found that students who used generative AI demonstrated weaker reasoning and critical thinking skills in their analyses, suggesting that over-reliance on AI might hinder deeper learning. Can we strike a balance between using AI as a tool and ensuring it supports, rather than undermines, essential learning skills?
Can we draw a clear distinction between AI used to assist versus AI used to create? When AI assists—helping to brainstorm ideas, organize thoughts, or automate repetitive tasks—it enhances productivity. But when it entirely creates, does it replace the human thought process, learning, or creativity required? This raises an important question: how can we ensure that AI serves as a complementary tool without diminishing our own intellectual contributions?
Societal Expectations and Ethical Use
The rapid adoption of AI also brings to light the idea of shifting societal norms. What we consider “cheating” today might not be viewed the same way tomorrow. When the first spellcheckers appeared, some critics argued they removed the need for proper grammar skills. Today, they’re seen as essential. Similarly, AI may become normalized in tasks we’re now grappling with.
Ethics around AI use largely boil down to transparency and acknowledgment. It’s about giving credit where it’s due and ensuring AI doesn’t undermine the value of human effort and learning. In creative industries, for instance, there’s a growing conversation around disclosing when AI has been used—not to diminish the final product, but to keep the process honest. As AI use becomes increasingly pervasive, perhaps we will start disclosing when AI was not used. Just like we might say when a photo today was captured with an analog camera.
Is AI Really “Cheating,” or Just Evolving?
Perhaps the bigger question isn’t whether AI is cheating, but rather whether we need to evolve our definition of cheating to keep pace with technological advances. As AI becomes a ubiquitous part of our personal and professional lives, we need to redefine our rules—in classrooms, workplaces, and creative fields—to ensure fair play without stifling innovation.
AI’s potential is vast, and while it might sometimes feel like an easy way out, it’s also a powerful way forward. By responsibly integrating AI into education, we can use it to enhance human potential, foster deeper learning, and unlock new opportunities for innovation. Whether it’s cheating or not depends on how we wield it—as a shortcut or as a tool for learning, creating, and growing.
