Abridged English translation of a column by Prof. Dr. Mehmet Karaçuka, originally published in Seferihisar Yeni Haber on 4 March 2025 as “Öğrenciler yapay zekayı nasıl kullanmalı?.” Figures and judgments refer to the original publication period.
Applications such as ChatGPT and Grok make information available almost instantly. For universities, whose essential task is to teach students how to acquire and assess knowledge, this creates a dilemma. Assignments may lose their educational value when students submit answers generated entirely by AI.
A British survey cited in the original column suggested that AI use among students was already widespread in early 2025, including for coursework. Research discussed in the column also warned that excessive reliance on AI can weaken critical thinking and encourage people to accept incorrect answers without scrutiny.
Universities should therefore place critical thinking at the center of education. Students need foundational knowledge before they can evaluate AI output intelligently. Learning the longer, more demanding route remains necessary even when technology offers a shortcut.
One promising approach is to ask students to evaluate, challenge and improve an AI-generated essay rather than merely reproduce it. Assessment can reward how much better their own reasoning is than the machine-produced starting point. Equally important is learning to ask precise, meaningful questions.
The objective should not be to prohibit AI, but to use it in ways that reinforce independent judgment, creativity and genuine understanding.
Original Turkish article: Öğrenciler yapay zekayı nasıl kullanmalı? — Seferihisar Yeni Haber, 4 March 2025.
