In an era of rapid technological advancement, artificial intelligence has become a pervasive force in our lives. As our schools strive to prepare students for the future, it is essential to address the potential consequences of neglecting AI education. Failure to teach school students how to use AI properly, such as ChatGPT, can inadvertently pave the way for unethical practices — like cheating on exams. Today, I aim to shed light on the potential consequences of neglecting AI education and emphasise the importance of teaching our students how to use it responsibly to maintain academic integrity.

Four months ago artificial intelligence was banned in a number of British universities, since the proliferation of advanced AI provided students with unprecedented access to powerful tools that could be used unethically to gain an unfair advantage in exams. AI-powered applications and devices can easily facilitate cheating, allowing students to access answers, share information and generate plagiarised content. Ignoring the teaching of proper AI use in schools leaves students vulnerable to the temptation of exploiting these technologies for dishonest purposes.

However, by integrating AI education into curriculums, schools can develop a strong ethical foundation and an understanding of the consequences of cheating. Educating students about the ethical implications of using AI for cheating not only discourages dishonest behaviour but also fosters a sense of responsibility and integrity. Students can learn about the importance of academic honesty and the potential long-term consequences of cheating on their personal and professional lives.

Teaching our students how to use AI properly promotes digital citizenship, which encompasses responsible and ethical behaviour in the digital realm. Understanding the appropriate use of AI tools and applications helps students to navigate the complexities of the digital world, enabling them to make informed decisions and act responsibly. By emphasising the ethical use of AI, high schools can instill values that discourage cheating and encourage students to become responsible digital citizens.

Proper AI education equips students with critical-thinking skills necessary to discern reliable information from misleading or incorrect data. By teaching students how AI algorithms work and how they can be manipulated, our schools can empower students to evaluate the credibility and authenticity of information obtained through AI-powered tools. This critical-thinking approach helps students to become more discerning and less likely to rely on unethical means, such as cheating, to succeed academically.

Artificial intelligence can be a powerful tool for learning and collaboration when used appropriately. Schools should teach students how to leverage AI tools to enhance their understanding of subjects, conduct research and collaborate with peers. By embracing AI as a learning aid, students can develop a deeper understanding of concepts, engage in meaningful discussions and improve their academic performance without resorting to cheating. Educating students on the benefits and responsible use of AI tools fosters a positive and constructive relationship between technology and education.

High school, particularly, is a critical period for students as they prepare for higher education and future careers. Neglecting AI education leaves students ill-prepared for an AI-driven world. By teaching students how properly to use AI, our high schools can equip them with the skills and knowledge necessary to succeed in an increasingly AI-dominated job market. Moreover, proper AI education prepares students to navigate the ethical and societal challenges associated with AI, ensuring they are responsible and informed participants in the digital age.

However, implementing AI education in high schools may present challenges. First, there is a need for qualified educators who possess a deep understanding of AI and its applications. Teacher-training programmes and partnerships with universities and AI industry experts can help to bridge this gap. Additionally, the fast-paced nature of AI technology may require frequent updates to the curriculum, ensuring that students are learning the most up-to-date information. Furthermore, access to AI tools and resources may be limited in some schools, necessitating collaborations with organisations and institutions to provide equitable access to AI education.

With the above points no doubt in mind, the Russell Group of universities, which has a membership of 24 world-class, research-intensive universities in Britain, recognised the issues with AI and the misuse by students and — despite a ban by some universities — has agreed on a plan for dealing with artificial intelligence. Its guidelines aim to incorporate AI ethically into education and treat it as an opportunity rather than as a threat.

The plan’s five main points are (as posted by the World Economic Forum):

1, The universities will support students to become AI-literate, which means equipping students with core AI skills for the future, and educating them about plagiarism, accuracy and bias within AI models

2, Staff will support students to use AI tools effectively and provide regular training for staff so they can offer clear guidance, with ongoing dialogue about the appropriate use of AI as it develops

3, Universities will adapt teaching and assessment to incorporate AI, which means redesigning lessons and exams with AI in mind and ensuring all students have unfettered access to paywalled AI tools.

4, Universities will ensure academic rigour and integrity is upheld with policies stating where AI is appropriate and where it is not, and students can ask questions about using AI without being penalised

5, Universities will work collaboratively to share best practice as AI evolves and monitor the effectiveness, fairness and ethical implications of using it

Finally, there is a twist to this opinion piece. The best example of the dangers of artificial intelligence is that 75 per cent of the content above was written by AI based on the following question I posed to ChapGPT:

“Write an opinion piece about the necessity of schools to teach students on the proper way to use AI”.

I have cleaned it up, checked its accuracy, added context and content, changed some words around and added in the Russell Group information. I enjoy writing op-eds, which is why I do it, but in this instance, I thought what better way to make a point than to use AI myself to express my view. Did it save me time? A little, only because on topics I choose to write about I already have a good idea what I am going to say. Did I like using it? No, because I enjoy the intellectual buzz of writing my own material.

However, imagine what our students have to navigate if left unchecked. With the proliferation of AI use, it is imperative that our schools take note and come to terms with our changing realities. I hope that this piece will help discussion. We have a unique opportunity to lead from the front. I hope we do.

• Michael Fahy was the Government Senate Leader and Cabinet minister in the One Bermuda Alliance government from 2012 to 2017. Thoughts or comments to opedfahy@gmail.com

APOLOGY: In my op-ed regarding taxis published last week, I made the statement “The Hitch app was a start but it is not licensed and is technically potentially illegal.” What I should have said was: “The Hitch app was a start; however, Hitch customers are paying a service fee which is not legislated (see page 79 of the Government’s 2019 Transport Green Paper) and the advertised rates on Hitch’s webpage are higher than those in the regulations.” Apologies for any confusion this may have caused