Beyond Detection: Rethinking Education in the Age of AI-writing
Abstract
As generative AI tools like ChatGPT enter classrooms, workplacesand everyday thinking, writing is at risk of becoming a formality –outsourced, automated and stripped of its cognitive value. But writing isnot just output; it is how we learn to think. This paper explores what islost when we let machines write for us, drawing on cognitive psychology,educational theory and real classroom practices. We argue that the processof writing – messy, slow, often frustrating – is where a human deeplearning happens. The paper also explores the current possibilities ofAI-text detection, how educators can adapt through smarter pedagogyrather than bans, and why the ability to recognize machine-generatedlanguage may become a critical literacy of the 21st century. In a worldwhere writing can be faked, learning can not.
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