AI in Higher Education: A shift that cannot be ignored?

BY Dulmini Kariyawasam- Department of Languages, Sabaragamuwa University

Artificial Intelligence (AI) is no longer a distant concept; it is already integrated into the daily lives of everyone, including students across Sri Lankan higher education institutions. AI tools have revolutionised everyday academic tasks, from organising essays and generating assignment ideas to making complex readings easier to understand. This reality raises a crucial question: Can academic institutions continue to manage and limit AI use, or is adapting to it now unavoidable? 

A useful lens for understanding this transformation comes from Yuval Noah Harari’s book ‘21 Lessons for the 21st Century’. Harari argues that “change is the only constant” in modern society, highlighting the reality of rapid, continuous technological change. He emphasises that both individuals and organisations must consistently adapt and reinvent themselves to maintain relevance in a swiftly evolving environment. In this context, survival in the contemporary world depends on accepting ongoing disruption rather than resisting it. 

This perspective is particularly relevant to higher education today. Students are already integrating AI into their academic work, whether or not institutions formally recognise it. With its growing accessibility and rapid advancement, AI is not a temporary trend; it marks a permanent shift in how learning takes place. 

Meanwhile, research on the use of artificial intelligence in academic writing has expanded swiftly with the emergence of tools such as ChatGPT. Studies and reports, including UNESCO’s Guidance for Generative AI in Education and Research (2023), underscore both the opportunities and potential risks of integrating AI into educational practices. Researchers such as Kasneci et al. (2023) observe that AI tools can facilitate students’ brainstorming, structuring ideas, and improving language quality, particularly in academic writing. Nonetheless, they also advise caution regarding challenges such as factual inaccuracies, bias, and over-dependence on technology. Likewise, Dwivedi et al. (2023) raise ethical concerns regarding plagiarism, authorship, and academic integrity. In summary, the existing literature indicates that while AI can substantially support academic writing, its deployment must be carefully managed to promote genuine learning rather than serve as a substitute. 

Therefore, the principal challenge lies not in elimination but in adaptation. Instead of striving to restrict elements that cannot be entirely controlled, it is essential to reconsider the design and evaluation of academic work. Sri Lanka’s higher education sector must implement assessment methodologies that accurately reflect this emerging reality. 

At the same time, AI literacy must become a core component of higher education. Students need clear guidance on how to use AI ethically and responsibly. AI should not be viewed as a threat to education, but as a tool that must be managed with awareness and intention. 

Ultimately, as Harari’s perspective suggests, survival in the modern world depends on adaptation. This shift is not limited to Sri Lanka; it is a global reality. Although AI may have a direct impact on critical thinking, it cannot be removed wholesale, as it reflects the direction of the modern world. What can and must be done is to establish systems that promote the ethical, responsible, and effective use of AI in education.