Schools and universities are currently trying to integrate artificial intelligence into their systems. They are attempting to balance the benefits of efficiency with serious concerns about the loss of critical thinking skills and a decline in institutional trust.

目前學校與大學正嘗試將人工智慧整合到其系統中。他們試圖在提升效率的益處，以及對喪失批判性思考能力與機構信任度下降的嚴重憂慮之間取得平衡。

The use of generative AI in primary and higher education has caused a conflict between administrative convenience and teaching quality. According to an NPR/Ipsos survey, about 75% of K-12 teachers believe AI's impact is greater than any previous digital change. While 60% of these teachers use AI for administrative tasks, such as creating tests, many emphasize that these tools may lead to a decrease in students' ability to think critically. Furthermore, this problem is made worse by a lack of official guidance, as only 35% of teachers in AI-equipped schools say they have formal usage policies.

在小學與高等教育中使用生成式 AI，導致行政便利與教學品質之間產生衝突。根據 NPR/Ipsos 的調查，約 75% 的 K-12 教師認為 AI 帶來的影響比以往任何數位轉型都要大。雖然 60% 的教師使用 AI 處理行政任務（例如設計測驗），但許多人強調這些工具可能會導致學生批判性思考能力的下降。此外，由於缺乏官方指引，這個問題變得更加嚴重，因為在配備 AI 的學校中，僅有 35% 的教師表示擁有正式的使用政策。

In universities, the focus has shifted toward the need for transparency and verification. After a Western Sydney University official failed to disclose the use of AI in a public article, some experts called for third-party certification to prove that content was written by humans. Dr. Alan Finkel and other academics asserted that minimum standards are necessary to distinguish between using AI as a research assistant and using it inappropriately to write academic papers. Similarly, the National Tertiary Education Union argued that a lack of regulation creates a significant risk to the reputation of higher education.

在大學中，焦點已轉向對透明度與驗證的需求。在西悉尼大學一名職員於公開文章中未能披露使用 AI 後，部分專家呼籲採取第三方認證，以證明內容是由人類撰寫的。Alan Finkel 博士及其他學者主張，必須建立最低標準，以區分將 AI 作為研究助手與不恰當地用於撰寫學術論文。同樣地，國家高等教育聯盟（National Tertiary Education Union）認為缺乏監管會對高等教育的聲譽造成重大風險。

Beyond plagiarism, some argue that AI could actually improve fairness within the system. Proponents suggest that automated evaluation could reduce human error and identify problems more quickly. However, these benefits depend on the creation of strong ethical rules and data practices. Currently, there is a deep lack of trust; for example, data from the Office of the Australian Information Commissioner shows that only 4% of people trust AI, which explains why educators are more suspicious of assignments completed outside the classroom.

除了抄襲之外，有人認為 AI 實際上可以提高系統內的公平性。支持者建議，自動化評估可以減少人為錯誤並更快速地識別問題。然而，這些益處取決於是否建立了強有力的倫理準則與數據實作。目前，信任度極低；例如，澳洲資訊專員公署（Office of the Australian Information Commissioner）的數據顯示，僅有 4% 的人信任 AI，這解釋了為何教育工作者對在課堂之外完成的作業更加多疑。

The education sector is still in a transition period. It is adopting AI tools without having complete regulations in place, which has led to a growing gap in trust between students, teachers, and institutions.

教育領域仍處於過渡期。在尚未建立完善監管的情況下採用 AI 工具，導致學生、教師與機構之間的信任鴻溝日益擴大。