With the rise of artificial intelligence, educators worldwide are developing new strategies to lessen students’ reliance on the technology.
In a New York Times article, many teachers said they are shifting toward in-class writing activities and assigning less homework because it has “become so difficult to police for integrity.”
In-class writing, which encourages students to adopt “analog” learning through pen and paper, is emerging as a new approach to prevent the misuse of A.I.
The article said teachers are requiring students to complete writing activities in the classroom, where they can be observed and supervised.
While educators acknowledged that A.I. tools such as ChatGPT and Claude provide convenience for students, they also raised concerns about whether students are genuinely learning.
Recent studies have shown that excessive reliance on A.I. may weaken students’ critical thinking and problem-solving skills.
As a result, take-home assignments are evolving, with more teachers requiring personal reflections and insights from students.
The New York Times interviewed nearly 400 college and high school educators about how generative A.I. has changed writing instruction.
Teachers said teaching writing has become more challenging, with some noting that A.I. has become a better writer than many students.
In the United States, citing a survey by think tank RAND, the report said A.I. use has become common among students. It found that the percentage of middle school, high school, and college students who regularly used A.I. rose from 48% to 62% between May and December 2025.
The report added that schools in the United States are navigating A.I. use without clear guidance from school administrators or policymakers.
Students, meanwhile, said they also want guidance from adults on how to use A.I. ethically and productively.
