The integration of Artificial Intelligence (AI) into university academia has become increasingly prevalent, especially among students in Bangladesh. Generative AI technologies have revolutionized learning and work processes by simplifying complex concepts and even generating entire assignments. However, there is a growing concern about whether students are relying too heavily on AI without developing their manual reasoning and critical thinking skills.
While embracing new technology is essential, it is crucial to acknowledge the potential negative impact on human reasoning if AI is used without careful consideration. AI should be viewed as a powerful tool that requires skillful and intentional use, similar to wielding a sword. Some students tend to turn to AI without attempting to form their own opinions or arguments first, which can lead to what researchers refer to as “cognitive debt” – a decline in problem-solving abilities due to overreliance on external tools.
The National AI Policy 2024 in Bangladesh emphasizes the importance of using AI to enhance education quality and promote critical thinking rather than replacing them. However, there is a discrepancy between policy goals and actual student practices, as many students bypass the thinking process and immediately turn to AI tools, such as chatbots.
To address these challenges, there is a need for a shift in how curricula are structured in Bangladeshi educational institutions. Emphasis should be placed on developing students’ abilities to navigate ambiguity, ask insightful questions, and justify their arguments, rather than rewarding mechanical outputs that AI can replicate easily.
Educators play a crucial role in encouraging students to engage in manual reasoning and exploration of perspectives before resorting to AI solutions. Redesigning assignments to prioritize the thinking process over the final product can help cultivate critical thinking skills among students.
Collaboration and support from institutions such as the University Grants Commission (UGC) and education ministries are essential in providing updated guidance, training modules, and revised assessment strategies that acknowledge the presence of AI while ensuring it does not replace independent thought. Integrating AI into education should be a structured and intentional process rather than a haphazard adoption.
In conclusion, while AI can be a valuable asset in learning, it is essential for students to develop their critical thinking skills alongside its use. Striking a balance between leveraging AI technology and nurturing manual reasoning abilities is key to fostering intellectual independence and academic growth.
Joyanta Jyoti Mondal is a graduate researcher at the College of Engineering of the University of Delaware in the US. The views expressed in this article are the author’s own.