Just like with all industries and applications, the use of LLMs is literally rewriting all of the best practices with education currently being the largest social sector being disrupted at the moment. Rather than using LLMs to ‘cheat’, educators and public administrators must teach students how to use and coexist with them rather than relying solely on them.

A lot of students have abandoned critical thinking all together and resulted in outsourcing all of their knowledge to these LLMs just to make answers and save time without learning or even conducting reasoning of their own to consider what the prompts are or what they’re telling them. As a result, teachers, administrators, and parents are beyond frustrated and returning to the good old blue books as cited by this Gizmodo article.

Students need to learn how to properly research while understanding proper time management. I won’t say laziness is at work on the part of all parties involved, but the quickest way to get from A to B is often using tools at your disposal – this is true in education or eventually the workplace, however, a lot is lost in this process including how to critically think about what output LLMs are displaying or what it might mean for the overall context of the subject.

Education has always been a lagging indicator of technological trends, and this is no different. LLMs and other types of GenAI are tools, not the end all be all solution in the classroom. Using it as a partner in research yet taking a critical view of what it’s telling you is paramount to making research easier for all, without compromising the time-honored tradition of writing research papers and a child’s knowledge retention.

A full education, as always, should concentrate on a child’s soft-skills – learning how to critically think, put together proper research, how to write for life, and home in on communication skills to make them successes in their careers and lives. Tools can do that, pouring prompts into an unchecked LLM cannot.