Artificial intelligence tools such as ChatGPT, Grammarly, Gemini, and Microsoft Copilot are rapidly becoming part of student life across the world, including in Sri Lanka. While concerns about plagiarism and overreliance remain strong, education researchers are increasingly exploring a different question: can AI improve learning when used responsibly?

Research published by universities and education institutes in countries including the United States, Singapore, Australia, and the United Kingdom suggests that AI tools can support brainstorming, language development, personalised revision, and research guidance. Some researchers argue that AI may support more independent learning when combined with proper digital literacy and teacher guidance.

For students learning English as a second language, AI tools may assist with grammar feedback, vocabulary development, summarising complex texts, and improving confidence in academic writing. This has particular relevance in Sri Lanka, where many students continue to face challenges adapting to English-medium academic environments.

However, educators and researchers have also raised concerns about excessive dependence on AI-generated responses. Experts warn that overreliance on such tools could reduce opportunities for students to practise independent reasoning, creativity, and academic inquiry skills.

Universities in countries such as Australia, the United Kingdom, and the United States have also begun redesigning assessments in response to generative AI technologies. Greater emphasis is increasingly being placed on oral presentations, reflective writing, classroom discussions, and project-based evaluations that are more difficult to outsource entirely to AI systems.

Another major concern is misinformation. AI systems can sometimes generate inaccurate, misleading, or fabricated information confidently. Researchers therefore stress the importance of teaching students how to verify sources, cross-check information, and identify bias when using AI-assisted tools.

Discussions surrounding AI use in education are also growing within Sri Lanka’s education sector as these technologies become more accessible through smartphones and affordable internet access. Some education experts argue that completely banning AI tools may be impractical. Instead, attention may need to focus on responsible integration, ethical use, and strengthening digital critical thinking skills among students.

The future of education may not depend on competing against AI, but on learning how to use it responsibly and effectively within the learning process.

Sources: UNESCO, “Guidance for Generative AI in Education and Research” (2023); OECD, “Trends Shaping Education 2025”; Harvard Graduate School of Education articles on AI and student learning (2024–2025); Times Higher Education coverage on AI and university assessment changes.