When I started my bachelor’s degree a few years ago, “AI tools” basically meant Grammarly or, for the more daring, QuillBot. Their role was simple – help polish grammar or rephrase sentences from academic papers. Fast forward two years, and I’ve just started my master’s degree. Despite the education system being the same and in the same country, lots around it feels different. Suddenly, AI is everywhere. From ChatGPT to Lovable, from AI note-takers to slide generators. It feels like every academic task has its own intelligent assistant.
The difference in how we learn and create is noticeable. During my bachelor’s, brainstorming meant long group discussions and staring at blank pages. Today, I can have an AI tool challenge my ideas, summarize research papers, or even predict what questions might come up in my exam. At the same time, discussions among peers and students have also changed. We don’t exchange only ideas anymore, but we mainly discuss prompts and compare AI outputs. I personally believe this has raised the overall quality of student work that is handed in, not because AI does the thinking for us, but because it makes high-level thinking more accessible. However, this shift also comes with new responsibilities. Using AI tools effectively requires critical thinking, self-awareness, and still knowledge on the topic addressed. I’ve realized that AI works best when it’s a partner, not a substitute. The ideas still have to come from us and AI just helps us shape and express them quicker.
In a way, AI has democratized creativity in academia. Surely, it helps students to reach new standards in structure, language, confidence, ideas, and much more. Still, I sometimes wonder: has AI truly democratized creativity, or is it slowly making us lazier by letting algorithms do the thinking we used to do ourselves?