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Artificial intelligence (AI) offers exciting possibilities for students, from exploring unfamiliar concepts to tackling complex problems. 

But as these tools become an increasingly common part of higher education, students at the University of ������ý and beyond face an important question: At what point does assistance become dependence? And how can you use AI to strengthen your skills rather than replace the process of developing them? 

“If your first reaction to AI is ‘I could use this to do my homework for me,’ then you will end up in your WALL-E-style automated wheelchair.” Ash Black, Director of AI, XR and Student Success in the College of Information Science said. “If your first reaction is ‘I could use this to learn or build anything’ then you will end up on the bridge of the starship enterprise. It’s really up to you.” 

That distinction gets to the heart of responsible AI use: Are you using AI to do the work for you, or are you using it to learn something new?

When using AI, it’s important that you do so in a manner that strengthens understanding, encourages curiosity, and supports problem solving. When we depend on AI to complete assignments or bypass crucial learning challenges, we risk sacrificing the very skills our education is supposed to develop. 

As artificial intelligence becomes more common in classrooms and careers, learning to use it responsibly means recognizing not only what the technology can do, but also what we still need to learn for ourselves.  

Skills like contextual analysis, media literacy, and effective communication aren’t developed simply by submitting an assignment. They grow through the repetitive process of working through difficult problems, asking questions, and figuring things out. 

I’m not saying AI has no place in higher education. Interdisciplinary educators are exploring how technology can support learning and prepare students to enter their future careers. The difference comes down to how students choose to use it. 

The  has outlined  for both students and researchers, emphasizing that AI used to complete coursework must comply with instructor permissions and the academic integrity policies. Start by reviewing your course syllabus and the . If you’re unsure what’s permitted, ask your instructor for clarification.

Responsible AI use goes beyond the classroom expectations. As Black’s perspective suggests, the goal should be to approach AI with curiosity about what you can learn and create, rather than just what it can complete for you. 

Sure you could ask AI to produce a fully completed and revised assignment, but that doesn't expand the boundaries of your thinking. Try asking AI to explain an unfamiliar concept, generate practice questions, or provide revisions/feedback on work you’ve done yourself. Used in this way, AI becomes a resource for skill-building and problem-solving without becoming a substitute for independent thought. 

If you ask me, the university is making it easy. Beyond setting expectations for classroom use, the U of A is expanding access to AI tools designed to support teaching, learning, and research while prioritizing privacy and data security. 

The  platform has been approved for use with information classified as “Internal” and “Restricted” under the university’s Information Classification Standard. 

But as good as any tool may be, even the most capable AI tool can’t replace your ability to question information, recognize limitations, and utilize independent judgement when a task requires your knowledge and expertise. 

The University of ������ý is working to define what responsible, human-centered AI use should look like through its , which is developing principles and an action plan to guide future practices. 

Ultimately, responsible AI use isn’t about avoiding the technology. It’s about recognizing that as AI becomes more capable, students need to develop capabilities of their own.