Year: 2025
Type: article
Abstract: Generative AI (GenAI) grading and tutoring systems are rapidly entering higher education, promising increased efficiency and personalized learning experiences. We believe this technology should be viewed with caution, particularly in the case of philosophy. In this article, we first outline the nature and purported benefits of these systems. Next, we examine the economic motivations driving their adoption within institutions, such as reducing labor costs. Finally, we argue that these motivations, while compelling to administrators, may fail to consider potential negative consequences. We present six pedagogical reasons to be critical of the widespread implementation of GenAI in education: (1) limitations on teacher efficacy; (2) increased student alienation; (3) the undermining of educators’ duty of care; (4) the outsourcing of core teaching tasks; (5) questions regarding the accuracy and utility of GenAI graders; and (6) the risk of implementing GenAI as a misguided solution to real problems in education.
Institutions: Deakin University, Macquarie University, Monash University
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4409561900