AI in the Classroom: Are Malaysian Universities Ready for It?

From ChatGPT to Grammarly, AI is Redefining Academia

With the fast development of technology, Artificial intelligence (AI) is no longer an unreachable concept that can only be seen in science fiction films. It is quietly integrating into the daily studies of students and lecturers in Malaysian universities. Whether using ChatGPT to spark inspiration or Grammarly to check expression, these technologies are reshaping the way we think, learn, and even create.

Students studying at Taylor’s University. Sourced from EduSpiral Consultant Service.

From drafting essays outlines, polishing grammar and preparing class presentations, AI tools are becoming indispensable “intelligent study companions” for more and more students. As a DMP (Digital Media Production) student from Taylor’s University, Janie Yang shared: “I mainly use ChatGPT for brainstorming ideas before shooting. It can help me structure my script more logically.” When it comes to expression, AI tools have become a grammar coach for her, “I also use Grammarly or Quillbot to check grammar, especially when I want my writing to look more formal or academic.”

However, the convenience brought by AI presents a new challenge: it has even subtly transformed how people think. “When I get stuck on something, I will turn to ChatGPT for help. Although I realise that I need to be more self-disciplined, it is easy to become reliant on AI too much,” Janie admitted, “For example, the explanations provided by AI will give me a first impression of the answer, and it unconsciously shapes the direction of my thinking.”

This dependence among students is precisely what many lecturers worry about. “AI has definitely reshaped student’s learning, writing and research habits,” Mr. Aw Young Tuck, a lecturer who is experienced in teaching the field of media and communication, expressed his concerns in the interview. “People are insecure and afraid of being wrong. Using AI is like having an answer sheet for most of the work.” He noticed that more and more students rely on AI-generated content instead of looking for realistic examples from academic papers. “But it is often different from real assignments that’s submitted on Google Scholar or Library databases.”

Therefore, Malaysian universities are facing a dilemma that cannot be ignored: should we accept AI to improve teaching and learning efficiency, or reject it because of its potential impact on the integrity? This has become a choice that must be made.

Embracing or Resisting the Change?

Many students have already quickly accepted the changes brought by AI and incorporated it into their learning. “When I try to read books or find websites to get information, I usually turn to Gemini for help. Because it has a very good deep research engine that really can help me find what I need in seconds. It is so convenient,” Cantika Valery, an ABM (Advertising and Brand Management) student from Taylor’s University shared her attitude towards AI, “And in the learning process it really made me understand the lesson well.”

Students from School of Education studying with smart devices. Sourced from Taylor’s University.

In contrast, educators are facing a more complicated situation. Many admit that limiting students’ use of AI is nearly impossible. “AI is the future, it’s inevitable that everyone will use AI for checking their work and brainstorming.” Mr. Aw statedly frankly, “We are at the phase of changing and evolving in education. No one really knows what’s the future ahead and I am not sure if we can even control what applications students use.”

While universities offer writing and teaching workshops to help people adapt, formal and clear guidelines still need to be improved and vary across departments. “I took Philosophy and Schooling this module as my free elective, which is under the School of Education. And I found their guidelines differed from my major (Mass Communication). They have stricter requirements regarding the use of AI in assignments,” talking about the differences between faculties, Janie said, “For example, if you use AI to help with your assignment, even for brainstorming, you have to list all your prompts in the declaration. But for my major, most of my lecturers say that AI tools can be used to help writing, as long as the final piece reflects our own understanding.” She added: “Of course we’re not allowed to directly copy AI-generated text. So I always check the sources where AI has contributed to my work.”

But there’s no doubt that prohibiting the usage of AI is no longer realistic, especially in an era where even work emails are increasingly generated by AI. As Mr. Aw said, “We can set rules and regulations, but again, no one can really say don’t use AI completely.”

To Think with AI, Not Like AI

For both students and lectures, the core challenge is not “whether to use AI”, but “how to use AI” wisely without losing the essence of learning. “Smart or responsible use of AI means that as a student I don’t use AI to finish all my tasks. Instead it can be the new Google or search engine to help me in organising my ideas.” Cantika said in the interview. “The author is still me but the inspiration can be from AI.” 

Not alone but in pairs, Janie holds a similar view: “For me, using AI wisely means knowing when and how to use it. It’s not about letting AI think for you, but about using it as a learning partner to help you think more deeply. All the ideas still stem from your own logical thinking (if you use AI responsibly).”

Mr. Aw expressed his opinion by using a vivid metaphor: “If students are too dependent on AI, it will be like learning to use a calculator but not understanding the methodology behind the results.” He pointed out that post-pandemic students are significantly more reliant on AI and lack the foundational skills that previous generations gained through practice. Therefore, he believes universities should cultivate students’ AI literacy through critical teaching methods but not rigid regulations. Such as comparing the differences between AI and human research, or reflecting on how AI influences their own judgment. “For me, if students can’t even complete an assignment without using AI, then they are not ready to use it.” Mr. Aw emphasised. “Using AI with critical thinking is the most crucial skill for the future of higher education.”

Ready or Not, AI Is Here to Stay

Just like social media, AI has become an indispensable part of our lives, and we should evaluate this phenomenon objectively. Nowadays, many Malaysian Universities are attempting to make systemic adjustments to adapt this. Mr. Aw mentioned that there are usually 20-hours training sessions in a semester provided for lectures in his department, and lectures are required to attend and up-skills themselves in order to deliver better classes. Faculties are also monitoring the rate of AI-generated content by upgrading detection systems to maintain academic integrity.

Students studying by using AI tools. Sourced from Taylor’s University.

“Malaysian universities from what I’ve experienced are really trying to strictly make this AI as a helping tool not as assignment helper by upgrading their submission tools turnitin.” Cantika described the recent changes, “Since day 1 of my university life, my lecturers always told me how to use AI so it can benefit my studies. AI is not doing my assignment but instead it becomes the ideation tools for my assignments.”

Regardless of whether students or lecturers are fully prepared, AI has become an irreversible part of university education. And realising the fact that AI has already penetrated into our lives, what we can do is not see it as an ethical trap but embrace this new revolution. With the right guidance and policies, AI can be a powerful tool for both learning and teaching.