What’s Next with AI?

Granted, the growing integration of Artificial Intelligence (AI) in higher education is shifting teaching and learning. As a teaching fellow at Thang Long University, where I work with English Language majors, mostly sophomores, I have started to witness firsthand this transformation. Specifically, the use of AI tools such as ChatGPT, Grammarly, and Gemini has rapidly transformed from novelty to necessity for many university students. I, therefore, find it important to reflect not only on the short-term changes I need to make in my own teaching, but also on how AI could reshape education in the long run.

In the near future, I expect AI to serve as an extension of both teaching and learning. Many of my students have already begun to use AI to draft essays, practice grammar, translate texts, and brainstorm ideas. This quick adoption has driven me to reconsider the design of assignments and assessments. Traditional tasks such as summarizing an article or rewriting a paragraph can now be done within seconds by AI tools, which compels me to make changes to these exercises. In particular, instead of asking students to merely produce language, I now need to ask them to analyze AI outputs, reflect on accuracy, and be critical about what the tool provides. For example, rather than submitting a simple writing task, students could submit both their own draft and an AI-generated one, along with an analysis of strengths and weaknesses of their piece. I think this not only ensures they are actively involved in the learning process but also enhances their computer and AI literacy.

At the same time, I remain (cautiously) optimistic. I believe AI tools provide great opportunities for differentiated instruction and self-paced learning. For my weaker students, specifically, AI can offer extra support through feedback and explanations outside class time. For higher-level students, it opens the door to more creative and complex projects. However, as highlighted in the 2024 Horizon Report, these benefits must be balanced off with awareness of risks such as bias, data privacy, academic integrity, and misinformation. To this end, I believe the university should create clear policies on ethical AI use and also offer proper training for faculty and students alike. Without institutional guidance, we may risk reinforcing inequality, as those with access and knowledge of AI will thrive, while others lag behind.

Looking further into the future, I envision AI becoming a co-teacher rather than just a tool. In the future, AI might give students instant feedback, adjust lessons based on their progress, and even help monitor student well-being. This would free me to focus more on supporting students emotionally and guiding their personal and academic growth. I can also see the potential for interesting group projects, where students use AI to create stories, simulate real-life situations, or carry out research involving multiple fields.

However, I do not think this optimistic future will happen on its own without the effort of teachers and educators. To truly benefit from AI, we as teachers need to constantly upskill ourselves. I am committed to developing my own AI literacy so that I can guide students toward responsible, critical, and creative uses of these tools. I would also love to see more collaboration across departments, where English teachers like myself can team up with computer science or education technology experts to develop cross-disciplinary learning experiences for students.

All in all, I believe AI will not replace educators but will effectively assist those who are ready to adapt and evolve. My vision is one where AI is not just a technological force but also a teaching partner who enhances learning, fosters critical thinking, and helps us redefine education in the 21st century.