Abstract: Journal of Life Sciences, Systems and Technologies

Abstract:
Calculators and search engines have traditionally been restricted, cautiously approved, and eventually accept ed in classrooms. Generative AI is on the same path. This occurs because institutions frequently perceive new technology as a threat to academic integrity rather than an opportunity to improve how learning is measured. This paper contends that artificial intelligence does not cause the problem but rather makes it more obvious. After studying legislative texts and recent research on AI in education, the study concludes that how we designassessments is most important. When assignments focus on finished output, AI allows pupils to avoid genuine learning. If assignments focus on students' reasoning, AI can be an effective learning tool. The primary goal of this study is to shift the discussion from academic integrity to assessment design. It suggests adopting pro cess-based evaluations, which make it difficult to outsource thinking and encourage students to interact with the material. The goal is not to render education immune to AI, but rather to make it resistant to shortcuts that impede learning.