For Ramtin Zand (University of South Carolina), generative tools must remain supports for learning, not substitutes for fundamental skills.
On the occasion of the re-entry, the University of South Carolina published a development of Ramtin Zand, lecturer in computer science, on the place taken by AI in higher education as well as in primary and secondary education. Generating tools are already used to explore ideas, write, code, analyze data or solve problems, and in fact change the way teachers design duties and assessments.
His message is that these tools must remain training aids, not substitutes for basic skills. On the contrary, it insists on strengthening fundamentals in a saturated AI environment — assessing information, identifying a bias, verifying its sources — which is all the more decisive given that the content produced by models is integrated into ordinary school work.
For families, the picture is twofold: personalized accompaniment and efficiency gains on the one hand, the need to understand the real use of these tools in class and the expectations of academic honesty on the other. Schools continue to adjust teaching methods, regulations and evaluation procedures with a common objective: that AI serve learning outcomes rather than substitute for the student's effort.
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