A Harvard research fellow argues that colleges and universities need to change what they teach and how they evaluate learning as artificial intelligence becomes more widely available. Christopher Dede says the current focus on reducing AI cheating—such as by moving back toward paper-based examinations—does not fully address the broader educational challenge.
The outlet reporting on the comments frames them as a call for higher education to shift toward learning objectives and assessments that align with AI-era realities, rather than relying primarily on testing format changes. The argument emphasizes that education is more than administering tests and that institutions must reconsider skills and knowledge they aim for students to develop in an environment where AI can assist with answers.
Across the coverage, the central theme is the need to rethink education in response to AI, but the angle differs in emphasis: one source highlights the critique of returning to paper exams, while the broader framing centers on adapting curricula and assessment practices to better reflect learning rather than just limiting misconduct.
