By Prof. Dr. Muhammad Sarwar, TI
Dean Postgraduate Studies and Research,
The University of Lahore
Introduction
A significant shift is taking place in academic institutions around the globe: the rise of Artificial Intelligence (AI) in research and learning. From literature reviews to data analysis, students-particularly those pursuing MPhil and PhD degrees-are increasingly turning to AI-powered tools such as ChatGPT, Elicit, and others. These tools can quickly summarize complex material, generate content and even mimic academic writing.
While these advancements offer clear benefits in terms of speed and convenience, they also raise serious concerns about the future of genuine learning, critical thinking and student creativity.
Efficiency vs. understanding: The risk of over-reliance
AI should serve as a tool to support the research journey, not to bypass it entirely. The most critical learning occurs not through shortcuts but through the intellectual struggle-reading, interpreting, revising and engaging with supervisors in thoughtful dialogue.
If students begin depending entirely on AI to produce content, the core purpose of higher education is compromised. Learning becomes shallow, writing skills weaken and the ability to think independently fades. Worse still, if this trend continues unchecked, we risk creating a generation of researchers who look competent but lack deep understanding.
When machines overshadow minds
It’s a dangerous misconception that AI will only “assist” human beings. The truth is, if not carefully managed, AI can begin to replace essential human capabilities. When thesis writing, idea development and even originality are handed over to machines, it leads not to enhancement but to displacement. This isn’t simply a technological issue-it’s a philosophical one. When students no longer reflect, question, or engage critically, we lose not just skills, but the essence of education itself. Such a future threatens to devalue human contribution, undermining not only academics but society at large.
Building a balanced model for AI use in research
To preserve the integrity of academic learning while benefiting from AI’s potential, the following practical steps are proposed:
- AI should support, not substitute:
AI tools may be used for basic tasks like organizing references or suggesting reading lists. However, original thinking, interpretation and analytical writing must come from the student. Institutions must clearly define which aspects of academic work may involve AI and which must remain human-generated.
- Mandatory disclosure of AI use:
All academic submissions should include a statement describing the extent to which AI tools were used. This ensures transparency and encourages students to reflect on how they interact with technology during their research. - Teach AI ethics and critical thinking:
Graduate students should be educated on how to use AI responsibly. Workshops or short courses on digital ethics, originality and critical thinking should be made mandatory in MPhil and PhD programs. - Strengthen supervisor engagement:
Supervisors must hold regular, in-depth meetings with students and ask them to explain their work in their own words. This personal engagement helps verify authenticity and fosters meaningful mentorship, which cannot be replaced by technology. - Redesign thesis guidelines:
Academic bodies should develop thesis formats that distinguish between AI-permissible and AI-restricted sections. For example, the introduction and formatting can involve some AI support but the analysis, findings and conclusions must reflect the student’s independent effort. - Reinforce oral defence and in-person assessments:
The importance of viva voce (oral defences), presentations and handwritten exams must be emphasized. These tools help ensure that students actually understand their work and can express it clearly without relying on machines. - Discourage intellectual dependency:
Institutions should implement clear policies that discourage outsourcing of thinking. Even if AI-generated content passes plagiarism checks, it should not be accepted if it lacks student insight and effort.
The Human Element in a Digital Future
AI can be a powerful ally in the pursuit of knowledge-but only when it supports, rather than overshadows the learner. A machine can process information but it cannot ask original questions, feel curiosity, or make value judgments. These remain uniquely human strengths.
As we integrate AI into academic systems, we must not allow it to replace what makes education meaningful: the development of intellect, values and purpose.
In conclusion, the challenge is not to stop the use of AI, but to regulate and contextualize it in ways that preserve the dignity of human learning. The ultimate goal must be to create a learning environment where AI helps students grow intellectually, without making them dependent or creatively passive. Let us move forward with responsibility, ensuring that the brilliance of machines never dims the light of human thought.
