Artificial Intelligence (AI) is no longer a distant concept; it has already become an integral part of daily life, including within Sri Lanka’s higher education sector. From helping students organise essays and generate ideas to simplifying complex academic material, AI tools are transforming how learning takes place. This raises an important question: can institutions realistically control AI use, or is adaptation now unavoidable?
A useful perspective on this shift comes from Yuval Noah Harari in his book 21 Lessons for the 21st Century, where he highlights that constant change defines the modern world. His argument suggests that both individuals and institutions must continuously adapt to remain relevant in an environment shaped by rapid technological advancement. In this context, resisting AI may be less practical than learning to engage with it effectively.
This reality is already evident in higher education. Students are actively incorporating AI into their academic work, regardless of whether institutions formally acknowledge it. With increasing accessibility and rapid development, AI represents a lasting transformation rather than a passing trend.
At the same time, global research on AI in education continues to grow, particularly with the rise of tools such as ChatGPT. Reports like UNESCO’s 2023 guidance on generative AI highlight both opportunities and risks. AI can support brainstorming, improve writing quality, and assist with structuring ideas, but concerns remain about inaccuracies, bias, over-reliance, and academic integrity, including plagiarism and authorship issues.
Given these realities, the key challenge is not eliminating AI, but adapting to it. Educational institutions must rethink how they design assignments and assess students, ensuring that evaluations reflect genuine understanding rather than mere tool usage. This shift is especially important for Sri Lanka’s higher education system as it navigates a rapidly changing academic landscape.
Equally important is the need to build AI literacy among students. Clear guidance on ethical and responsible use is essential, enabling learners to treat AI as a supportive tool rather than a shortcut.
Ultimately, adapting to technological change is no longer optional—it is necessary. As highlighted by Harari, survival in today’s world depends on the ability to evolve. While AI may influence critical thinking, it cannot simply be removed. Instead, the focus must be on creating systems that encourage its responsible, ethical, and effective use in education.
