As the dean of the college of university libraries and learning sciences, I have observed an intriguing trend: Since the launch of ChatGPT, an increasing number of students are coming to my libraries with citations of articles that don’t exist. This phenomenon highlights the widespread use of AI writing assistants, which, despite their impressive capabilities, come with inherent flaws.
This reliance on AI tools underscores the urgent need for AI literacy in higher education. Without clear guidelines and understanding, students and faculty must navigate the ethical complexities of AI tool usage. As generative AI tools gain popularity, the question arises: How can higher education institutions harness their potential while mitigating risks?
