Students working together on AI-generated assignment at a South African university.
At South Africa’s University of the Free State, writing workshops are revealing how deeply generative AI is reshaping student work—and not always for the better. Educators are increasingly spotting polished grammar, vague arguments, and culturally disconnected examples that signal AI-written assignments. While the technology offers convenience, lecturers warn it often strips students of critical thinking and personal voice, especially in African contexts where storytelling and local insight drive social change. In response, instructors are returning to handwritten assessments, strengthening reading skills, and teaching students how to question and engage with text thoughtfully. Rather than banning AI outright, the focus is shifting toward responsible use that supports learning without replacing it.
The Conversation