However, banning AI will not prevent students from using it, whether for nefarious or appropriate purposes. Instead, it may deny students a chance to practice and engage with AI in an educational setting where they and faculty can explore its full potential collaboratively. This kind of restrictive thinking is based on two flawed assumptions: that AI cannot support student thinking and that students will only use AI to cheat. The challenge is not to police every use, but to reframe our approach from one of prohibition to one of collaborative partnership. This shift in perspective allows faculty to systematically integrate AI into courses in a developmentally appropriate manner. By centering policies on learning, we can encourage students to take an active, self-regulated approach to their education. This reframes the focus from dishonesty to autonomous learning, emphasizing academic values while scaffolding meaningful assignments that challenge student thinking.
