The Role of Generative AI in Education: A Personal Experience
Introduction to AI in Education
As generative artificial intelligence (AI) continues to evolve, it garners attention from educators, business leaders, and tech enthusiasts alike. Yet, as an educator navigating this rapidly changing landscape, I can’t help but feel a sense of skepticism. Is it truly beneficial to integrate AI into the classroom? Would it enhance student learning, or would it introduce complications we haven’t yet considered? For many in academia, including myself, the answer isn’t cut and dry.
To address these pressing questions, I committed to exploring the implications of generative AI in education firsthand. Last semester, I integrated AI tools into our business technology curriculum at the University of Wisconsin-Stout, aiming to discover the tangible benefits and challenges these technologies present.
Setting Up the Experiment
The genesis of our exploration began with a pilot program using Microsoft 365 Copilot. As program director of the Business Information Technology bachelor’s degree, I understood the urgent need to prepare my students for a workforce increasingly influenced by AI. According to the 2025 McKinsey Global Survey, a significant percentage of organizations are already utilizing AI in various business functions, and many are investing in upskilling their employees.
By incorporating Copilot—a tool that seamlessly integrates into familiar applications like Word, Excel, and PowerPoint—I aimed to provide students with a practical learning experience. The structure of the course relied less on rigid assignments and more on open-ended exploration. Students were invited to keep a reflective journal documenting their journey as they navigated through using AI in their real-life academic and professional contexts.
Fostering Exploration and Reflection
The initial results were encouraging; students translated curiosity into confidence in a remarkably short span. Most had prior experience with generative AI tools like ChatGPT, but using Copilot took that familiarity to a new level. They engaged directly with their own documents, which made AI’s capabilities more relevant and immediate.
As students documented their experiences, I found notable instances of effective AI usage. One student used Copilot to summarize a lengthy Teams meeting, enabling them to focus on engagement rather than note-taking. Another leveraged the tool to double-check an assignment against a detailed rubric, which boosted their confidence before submission. These examples demonstrated not just efficiencies but also illustrated how AI could provide a supportive framework for learning.
Navigating Challenges with AI Tools
Despite these opportunities, challenges surfaced as well. Many students initially struggled with crafting effective prompts, the critical queries that guide AI outputs. They understood that getting the desired results often involved trial and error—a lesson that underscored the importance of persistence and adaptability.
Additionally, issues of accuracy arose, with students encountering “hallucinations,” or made-up information. This prompted considerate reflection on the necessity of verifying AI-generated content. Understanding that technology is not infallible emphasized their responsibility in harnessing these tools effectively.
Another insight revolved around habit formation. Students noted moments of reverting to familiar tools instead of utilizing Copilot. This experience highlighted a crucial aspect of learning to incorporate new technologies—students need practice, reminders, and time to build new habits.
The Ethical and Practical Implications of AI in Education
While the project demonstrated the potential of Copilot in a classroom setting, its cost stands as a significant barrier for future implementation, raising ethical questions around accessibility. If higher education is to serve diverse student populations effectively, we must critically evaluate who can afford these emerging technologies.
Despite potential constraints, my intention is to weave generative AI tools more deeply into the curriculum, treating them as ongoing components of academic work. Rather than a standalone topic, I wish to embed AI literacy as part of students’ everyday experiences, ensuring they use these tools wisely and ethically.
Balancing AI with Critical Thinking
One of the critical dilemmas we face in this AI-powered landscape is maintaining the integrity of student thought and analysis. The risk of “cognitive offloading”—where students depend on AI for content generation—raises concerns about their critical thinking capabilities. The balance between utilizing AI for efficiency and preserving deeper learning experiences is a substantial challenge.
To tackle this, I’ve encouraged a two-step process: students first draft their work independently before turning to AI for augmentation and refinement. This way, they can maintain ownership over their ideas while still leveraging AI’s functionalities for clarity and enhancement.
Open Dialogue about AI’s Role in Learning
Throughout this journey, one guiding principle resonated: transparency is crucial. Open discussions with students about the integration of AI fostered a collaborative environment. It’s essential for them to understand that AI is not a crutch but rather a tool that can both facilitate and augment their learning experiences.
As we move forward, there are fundamental questions to ponder: How do we nurture original thought in the presence of AI’s ease? What types of assignments will encourage students to engage thoughtfully with these technologies? These inquiries serve as a cornerstone of our pedagogical mission in the age of AI.
In closing, the integration of generative AI tools in educational settings offers a myriad of opportunities ripe for exploration, alongside challenges that must be navigated thoughtfully. As educators, it is our responsibility to equip students for a future where these technologies increasingly shape the landscapes of work and learning, ensuring that they do so with a foundation of critical thinking, creativity, and ethical awareness.