McGill's Adam Dubé discusses generative AI's role in education
It seems the classroom has gotten a little off-balance lately. Teachers are still learning how to use new AI tools, while a growing chunk of high-school students have already started plugging them into their assignments. Recent surveys suggest that more than half of pupils are now tapping generative AI for schoolwork, and that habit is quietly reshaping how we think about learning.
The change isn’t just about saving time; it throws assessment, originality and even the purpose of teaching into question. Still, most discussions stop at the headlines, leaving many educators unsure where the technology is headed or how to use it responsibly. That’s where Adam Dubé from McGill comes in.
He’s been looking at how generative AI fits into today’s classrooms and sketching out a few possible futures for its role in curricula. If you’re curious about his take and want the data behind student usage, the episode notes link to the full conversation and the underlying statistics.
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.
Dubé’s interview makes it clear that cheating with Chat-GPT isn’t the root problem - it’s more a symptom of a deeper crisis in schooling. He points out that generative AI is already part of everyday student work - “a majority of high school students use gen AI for sc…,” which hints at adoption that’s running ahead of any policy response. How extensive that use really is, though, stays fuzzy; the snippet leaves a lot of room for doubt.
What we do know is that teachers are wrestling with whether to fold these tools into lessons or try to keep them out, all while trying to protect academic honesty. Dubé imagines a day when AI might move from being a loophole to a genuine learning aid, but he stops short of laying out a plan. So the big question - can schools adjust without lowering standards?
- remains open. The discussion feels more like a prompt for further debate than a finished verdict, leaving us to sort through the evidence and the lingering uncertainties.
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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.