CONCLUSIONS: The GenAI tools will likely only get better (What does better mean? More powerful?) and more ubiquitous, so disabling them or banning them from schools and universities will neither be feasible nor productive. The focus should not be to try and design GenAI out of the learning experience, or necessarily to design it into the learning experience, but simply to design instruction so that students actually learn. The strategies suggested above, and others, may be productive paths to consider in this regard. One critical element that must be considered is whether university administrations will be able to support the changes in instructional design and assessment that are necessary to ensure integrity in the learning process, as some of the changes recommended will likely require instructors to spend considerably more time per student assessing students’ work thus impacting workloads or personnel assignments.

https://link.springer.com/article/10.1007/s11528-023-00926-x

Hodges, C.B., Kirschner, P.A. Innovation of Instructional Design and Assessment in the Age of Generative Artificial Intelligence. TechTrends 68, 195–199 (2024). https://doi.org/10.1007/s11528-023-00926-x

https://doi.org/10.1007/s11528-023-00926-x