Language Model AI: Should it be Constrained in Tertiary Education?

By, Haziq Najwan Mohd Ellis

Astonished, mesmerised, and surprised are the feelings inextricable to those who have had experience engaging with Artificial Intelligence (AI), particularly the Language Model variant. Simple inquiries to sophisticated matters can all be answered with the assistance of Language Model AI. While these benefits are reaped by individuals from all walks of life, precautionary steps must be taken to ensure humans are not over-relying on AI. Preserving the intellect is one of them and is a must at higher educational institutions as it is incumbent upon the students to learn the subjugation of the tools in their repertoire. According to research done by Paustian and Slinger in 2024, most students in tertiary education use AI to help them in their assignments and assessments with a very small minority who are against the idea. 

AI also plays a critical role in addressing global development challenges, as it aligns with the United Nations Sustainable Development Goal, SDG 4.7. It aims to ensure that all learners acquire the knowledge and skills needed to promote sustainable development. AI helps learners by providing personalized learning content and tracking individual learning patterns as it contributes to realize full potential for learners regardless of their background or ability. This enhances access to quality education for marginalized people by having various resources and creating immersive experiences to bring awareness about different issues around the world. Integrating AI into education promotes lifelong learning and helps to empower individuals with tools to solve complex problems such as climate change, poverty and inequality. 

Artificial Intelligence (AI) Language Model or also known as Large Language Model (LLMs) are defined as an “advanced computational system designed to process, understand, and generate human language” (Kular, 2024). These models generate a large amount of text 3 data to learn language patterns, grammar, and context, which allows them to perform language-based tasks. This model is closely associated with its misuse in tertiary education, as the user, student or educator, completes their tasks with little to no effort. Hence, it is suggested that the usage of LLMs should be in a ‘constrained’ manner. Constrained as defined in Oxford Dictionary as something that controls what one does by keeping something within limits. A call for a set of limitations as to what extent LLMs can be used as tools for study, should be put forth, and lecturers must know how to effectively implement them in classes albeit in a regulated way. 

One of the downsides of an unconstrained usage of Language Model AI among students is that it will discourage critical thinking skills. Critical thinking skills refer to the ability to question an issue and ultimately solve such issues with due diligence and thorough understanding. These skills are especially crucial for the development of higher-education students both intellectually and personally. Had the students depend on Language Model AI too much, it will impede students’ growth. Eventually, whatever ‘growth’ process students went throughout their academic years, will be later used in their future careers. 

Research shows that problem-solving abilities which can be closely attributed to critical thinking skills can be greatly hindered by excessive dependence on AI tools. A recent study published in the International Journal of Risk and Contingency Management titled, ‘Risks of AI-Assisted Learning on Student Critical Thinking: A Case Study of Albania,’ suggests that full dependence on AI can be a hindrance to the development of independent problem-solving skills should students heavily relied on AI tools for assignments. This essay further emphasizes that while AI tools can assist students in enhancing their academic performance, they may also promote superficial learning, where students reside more on convenience rather than critically engage with content for Çela et al. in a 2024 publication. 

This essay explicitly proves that depending on AI tools without a line that draws a limitation to which extent can AI be used for, will result in the underdevelopment of necessary critical thinking skills. Notwithstanding the fact that AI tools accommodate students with great efficiency in studying, AI tools are a superficial platform that is badly convenient for students to have access. This convenience may impede the diligence necessary for students to thoroughly understand the content of the given task. 

Therefore, drawing the line that sets a limitation for Language Model AI usage should be in place in every academic institution especially in tertiary academic institutions. Critical thinking skills are majorly developed throughout academic years, which should not be hindered by simply utilizing AI in every task given. 

It is recommended that constraining the excessive use of Language Model AI is heavily relied upon the honesty of students themselves. Before imposing responsibilities on the academia, the students shall first uphold academic integrity by being honest in preparing assessments as the call is coming from inside the house. Moreover, academic institutions, mainly in tertiary education, should enforce strict limitations regarding the usage of Language Model AI. To put into perspective, should students violate such limitations, action should be taken against them. That being so, students should only use Language Model AI as a tool to assist their studies and not be wholly dependent on Language Model AI in their studies. 

Studying methods will develop with the passage of time. Completely denying the existence of AI in tertiary education would benefit none and even could be a detriment to most. Henceforth, learning assisting tools like Language Model AI should be utilized per se. This suggests that students and educators should utilize Language Model AI in a constrained manner.***