Education has always been both the engine and beneficiary of technological progress. From the invention of the printing press to the rise of the internet, each leap forward has transformed how knowledge is created, shared, and absorbed. It is ironic, then, that some educators now resist one of education's own greatest innovations—artificial intelligence. AI is not some alien invader in academia; it is the product of decades of research in computer science, engineering, mathematics, and statistics—fields born and nurtured within the very institutions now hesitant to embrace it. To reject AI in academic work is to deny education's fundamental purpose: to harness new discoveries that elevate human potential. The evolution of academic work mirrors technological advancement. Not long ago, students spent days in libraries, poring over physical books and journals to produce handwritten assignments. The arrival of personal computers revolutionized this process, followed by sma...
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