McGill's Adam Dubé discusses generative AI's role in education
Why does the classroom feel unsettled these days? While teachers grapple with new tools, a growing share of students are already turning to them. Recent data shows a majority of high‑school pupils are using generative AI for schoolwork, a trend that’s reshaping how learning is approached.
The shift isn’t just about convenience; it raises questions about assessment, originality and the very purpose of instruction. Yet the conversation often stalls at headlines, leaving educators without a clear sense of where the technology is heading or how to integrate it responsibly. That’s where McGill’s Adam Dubé steps in.
He’s been examining the current fit of generative AI in education and mapping possible futures for its role in curricula. If you want to dig deeper into his perspective and the links that flesh out the discussion, the episode notes point you toward the full conversation and the statistics behind student usage.
Adam Dubé, from McGill University, to talk about how generative AI is fitting into education right now and where all of this might be going in the future. If you'd like to read more about what we discussed in this episode, check out these links: - A majority of high school students use gen AI for schoolwork | College Board - About a quarter of teens have used ChatGPT for schoolwork | Pew Research - Your brain on ChatGPT | MIT Media Lab - My students think it's fine to cheat with AI.
Is the education system truly broken, or merely exposed? Dubé’s interview underscores that Chat‑GPT‑enabled cheating is a symptom, not the cause, of a deeper crisis. He notes that generative AI has already woven itself into daily student practice—“a majority of high school students use gen AI for sc…,” suggesting widespread adoption that outpaces policy.
Yet the exact scope of that usage remains unclear; the fragmentary data point leaves the full impact ambiguous. What is certain is that educators are grappling with how to integrate—or contain—these tools while preserving academic integrity. Dubé points to a future where AI’s role could shift from a loophole to a legitimate learning aid, but he stops short of prescribing a roadmap.
Consequently, whether institutions can adapt without compromising standards is still an open question. The conversation, as presented, invites further inquiry rather than offering definitive answers, leaving readers to weigh the evidence against the lingering uncertainties.
Further Reading
- Experts: The impact of AI on education - McGill University Newsroom
- Generative AI in the classroom - McGill Health e-News
- Generative AI for Assisting vs Displacing Learning - Children and Screens
- New School? Promises and Risks of AI in the Classroom - Children and Screens
- Leaders in Innovation, Champions of Change - Kells Academy Newsletter
Common Questions Answered
What does Adam Dubé say about the prevalence of generative AI use among high‑school students?
Dubé notes that a majority of high‑school pupils are already using generative AI for schoolwork, indicating widespread adoption that outpaces current educational policies. This trend suggests that AI tools have become a routine part of student practice rather than a niche experiment.
How does the article describe the relationship between ChatGPT‑enabled cheating and the broader educational crisis?
The article frames ChatGPT‑enabled cheating as a symptom of a deeper systemic issue rather than the root cause, highlighting that the underlying crisis involves assessment methods, originality expectations, and the purpose of instruction. Dubé argues that focusing solely on cheating overlooks these fundamental challenges.
Which research sources are cited to support the claim that teens are using ChatGPT for schoolwork?
The article references a College Board report showing a majority of high‑school students using generative AI, a Pew Research study indicating about a quarter of teens have used ChatGPT for schoolwork, and an MIT Media Lab piece titled “Your brain on ChatGPT.” These sources collectively illustrate the growing reliance on AI tools in education.
What future implications does Dubé suggest for generative AI in education?
Dubé suggests that generative AI will continue to integrate into daily student activities, prompting educators to rethink assessment design, originality standards, and instructional goals. He emphasizes the need for policies that address the technology’s pervasive role rather than merely attempting to block it.
According to the article, why does the conversation about AI in education often stall at headlines?
The article argues that discussions frequently stop at sensational headlines, leaving educators without clear guidance or nuanced understanding of AI’s impact. This lack of depth prevents schools from developing effective strategies to manage the technology’s influence on learning.