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Note originally published in: Moncloa.com, Qué.es, and Corporate.es

Luis M. Romero-Rodríguez, with a 17-year career in university teaching in several Spanish-speaking countries, including Spain, currently works as a professor and researcher at the Universidad Rey Juan Carlos. He has participated in numerous research and transfer projects related to communication and education. Faced with the impact of Artificial Intelligence in higher education and its integration challenges, Romero-Rodriguez adopts an optimistic perspective, recognizing that the advancement of AI is inevitable “regardless of the positions of experts and academics.” He emphasizes the opportunities this brings, although he highlights the need for professors to evolve their teaching approaches and assessment methods to adapt to this change.

In an environment where technology has become an extension of human beings, where the cell phone is a constant presence and influencers, without requiring specific training, exert significant influence, it is difficult to foresee future innovations. This scenario presents significant challenges for educational institutions, not only in terms of updating the skills of teachers but also in adapting to the changes imposed by disruptive technologies such as generative Artificial Intelligence.

According to Romero-Rodriguez, the introduction and popularization of tools such as ChatGPT, Gemini, MicrosoftCopilot, or Jasper brings with it various opportunities to personalize and automate the learning process, much as the advent of the Internet and search engines did at the time, as well as multimedia encyclopedias in the past. However, the fact that students can generate entire papers, analyses, and even essays through the use of AI without even reading a single line means that teachers need to innovate in their assessment methods. “It is no longer enough to assess solely through written assignments. It is crucial to design assignments so that students are compelled to contribute their own knowledge, whether through applied practical work or other types of assessment such as presentations, simulations or debates.”

The researcher points out that there have been recent efforts to introduce innovations in classrooms, such as learning by doing, project-based learning, problem-based learning, the flipped classroom model, gamification, and simulations. In this regard, he suggests that fostering innovative learning experiences, including using artificial intelligence in the classroom, will help future professionals master these tools without neglecting essential skills and knowledge. This is especially relevant given that it seems that the importance of degrees is decreasing, and companies are valuing the skills demonstrated by potential candidates.

According to the specialist, despite the existence of numerous tools to identify whether a work has been generated with generative artificial intelligence, such as OpenAI’s detection platform, Turnitin’s detection function, CheckGPT, GPT Zero, Originality.ai or Undetectable AI, “the best way to determine whether there has been true learning will always be through the judgment of the teacher as an expert in the subject”. In this sense, he appreciates that many campuses are providing their professors with these detection tools but also emphasizes the importance of teaching how to integrate AI into each subject, as more and more professional profiles are demanding this knowledge as a core competency of graduates.

Although many universities are implementing regulations, and in most cases prohibiting, the use of generative Artificial Intelligence in assignments and equating it to plagiarism, Romero-Rodriguez argues that the impact of AI cannot be ignored, as he argues that when the teaching-learning process and its evaluation are properly planned, AI can represent great support. “How can I demand a student not to use AI in an advertising subject when entire campaigns are already being developed in agencies with these tools?”

For Romero, in addition to careful planning and teaching evaluation incorporating innovative methods beyond simple written work, it is essential to develop clear assessment criteria that focus on measuring actual learning rather than simply generating extensive content. He also suggests that it is crucial to foster open dialogue and informed discussions in universities and other higher education institutions about the ethical implications associated with AI, privacy, and copyright. This would enable the establishment of regulatory frameworks that promote responsible use of technology.