Artificial Intelligence has already entered our classrooms, whether we are ready for it or not. Universities everywhere are rushing to issue broad policies, often written in the cautious language of regulation. Yet in day-to-day teaching, those policies feel distant. Teachers confront students who are already experimenting with AI in ways that no guideline can fully anticipate. The real question is not whether AI belongs in education, but how we can turn it into a tool for genuine learning rather than a shortcut.

Some argue for a complete ban. The reasoning is straightforward: if students can outsource essays or problem-solving to a machine, how will they develop authentic understanding? This temptation is strong in contexts where plagiarism and dishonesty already pose challenges. But out

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