The Rise of Generative AI and Death of Values in Education

By Dr. Anita Jimmie and Abirami Sashidharan

GenAi in Education

The emergence of generative AI (GenAI) and its impact on education has become a contentious issue among educators. One perspective argues that GenAI undermines virtues such as honesty, originality, and critical thinking, eroding foundational values among students in post-secondary education worldwide.

On the other hand, more progressive voices see untapped potential in GenAI as a tool to bridge the gap between traditional educational practices and the evolving role of technology in fostering engaging and effective learning experiences.

While both viewpoints hold merit, the focus shifts from questioning how educators integrate this innovative tool into the learning process to how students use GenAI in their studies. The rise of GenAI undeniably represents a transformative moment for the education system, offering both opportunities and challenges. However, the fundamental question remains: does the integration of GenAI signal a decline in the core values traditionally associated with education, or can it coexist with a renewed emphasis on integrity, originality, and the pursuit of knowledge?

The rapid advancement of technology has undeniably enabled students to learn and explore in novel and creative ways. However, this ease of access has also reshaped students’ perceptions of education and its underlying principles. For instance, some students learning English tend to rely on GenAI tools to generate responses, which are then paraphrased using advanced AI software, making them virtually undetectable by plagiarism detection systems like Turnitin.

Upon further probing, they would question “Why can’t I use a readily available technology?” or, “What’s wrong with using a tool that helps me complete my assessments?” These sentiments often emerge in classroom discussions, much to the frustration of their lecturers.

This issue is not confined to private or public universities in Malaysia; it is a global phenomenon. Ironically, one proposed solution to address the challenges posed by GenAI usage is a return to traditional assessment methods. Pen-and-paper exams, oral presentations, and in-class assessments reduce students’ reliance on GenAI and compel them to demonstrate their understanding and application of knowledge.

While this approach may seem like a step backward in an era of technological innovation, it underscores the importance of fostering genuine learning over convenience. Nonetheless, lecturers must exercise caution when assessing students, ensuring they do not dismiss exceptional work outright – not only because skilled students may find ways to bypass detection systems, but also to avoid inadvertently penalising diligent students who produce genuinely outstanding essays.

It is worth noting that while the use of GenAI is discouraged in some higher education institutions, others permit its use under certain restrictions. For example, GenAI can be a valuable tool in technical disciplines, such as science, mathematics, or coding, where it assists students in developing problem-solving strategies and enhances their learning experience.

However, in fields like humanities and social sciences, the misuse of GenAI has become a significant concern. Some students rely on GenAI to generate entire essays or assignments and submit them as their own original work, which constitutes academic dishonesty.

This behaviour highlights a deeper issue: a lack of understanding of the importance of academic integrity. Students who misuse GenAI often fail to grasp that submitting AI-generated work as their own undermines the value of education, reducing it to a transactional process rather than a reflection of effort and intellectual growth. Instead of viewing education as an opportunity to develop skills and knowledge through dedication and hard work, some students see it merely as a means to an end, prioritising shortcuts and ‘street smarts’ over genuine learning. This shift in perspective poses a challenge to educators and institutions, as it erodes the core values of honesty and integrity that underpin meaningful educational experiences.

So, does GenAI spell the death of education as we know it, or can we adapt to this evolving challenge? The issue extends far beyond simply teaching students about ethics and the intrinsic value of education through hard work. What we face now is a deeper, systemic problem: the need to rethink how we assess, engage, and prepare students in an era where AI tools are ubiquitous.

At its core, the problem lies in a misalignment between traditional educational approaches and the capabilities of modern technology. If assessments are designed in ways that encourage rote learning or focus exclusively on the final product rather than the learning process, tools like GenAI can easily be misused. However, this also presents an opportunity to evolve education into a more robust and resilient system that not only mitigates the misuse of AI but leverages it to enhance learning.

Rather than signalling the ‘death of education,’ the rise of GenAI can serve as a catalyst for educators to modernise and future-proof their approaches. By addressing the root causes of academic dishonesty and rethinking assessment models, we can create a system where AI becomes a powerful ally rather than a threat.

And now, as you reflect on the insights shared, one question remains: was this commentary the product of human ingenuity or the handiwork of a well-trained AI? The answer, perhaps, is for you to decide.

Dr. Anita Jimmie is a Senior Teaching Fellow in the Work Integrated Learning (WIL) and Language Department of the School of Pre-U and Continuing Education (SPACE) at Curtin Malaysia, and Abirami Sashidharan is an Associate Teaching Fellow in the same department. They can be contacted via email at anita.jimmie@curtin.edu.my and abirami.sashidharan@curtin.edu.my respectively.