Hong Kong scholar Joseph Li has had to rethink the design of his courses almost every semester over the past few years, as powerful AI chatbots disrupt how teachers teach and students learn.

His discipline – an emerging academic field called “public humanities,” which integrates cultural theories with a focus on community-building – is novel enough to require constant revision of its curriculum.

But the sheer speed at which artificial intelligence has evolved since November 2022 – when OpenAI released its powerful ChatGPT, kicking off an AI frenzy – has necessitated a more radical reimagining of higher education, Li said.

For example, with AI, writing essays has become less meaningful as a form of assessment, as the technology can generate prose “within seconds,” Li, a research assistant professor at the Chinese University of Hong Kong (CUHK), told HKFP in an interview in April.

Now, a course needs to incorporate several grading methods, including in-class handwritten tests, to fully assess students, he said.

The point is not to ban students from using AI, as Li himself allows students to freely use the technology in some settings.

“The logic is to make all these assignments interconnected and accumulative, so that [students] cannot instantly generate something” for the sake of handing in their homework, he said in Cantonese.

Across academic disciplines, professors and lecturers in Hong Kong are rethinking their teaching and the ways they assess students’ learning outcomes. The goal is to cultivate what scholars call “AI literacy” – a responsible and constructive approach to using the emerging technology in the real world.

“When [students] graduate, it is certain that they will be exposed to AI and they will use AI,” George Ho, an associate professor of supply chain and information management at the Hang Seng University of Hong Kong (HSU), told HKFP in Cantonese.

“What we need to do is to ensure they use it ethically, use it well, and acquire the necessary skills to master the technology,” Ho said.

The process is both fruitful and challenging, according to teaching academics and experts interviewed by HKFP. While generative AI has unleashed massive potential for innovative teaching and greatly accelerated students’ learning, the technology also raises questions about fairness and academic integrity.

From ban to embrace

Kelvin Wan, a digital learning specialist at HSU, recalled that when the AI boom began in late 2022, universities in Hong Kong were cautious about the technology and its implications for education.

That anxiety was demonstrated when the University of Hong Kong (HKU), the city’s oldest university, issued a temporary ban on AI tools for coursework in February 2023. HKU lifted the ban in the summer of that year and gave its teachers and students access to ChatGPT in September 2023.

Cecilia Chan, a professor of education at HKU, who leads the university’s AI in Education Lab, told media outlet The Initium in 2024 that the temporary AI ban was implemented to give school management time to acquire the hardware, software, and knowledge required to apply the nascent technology in education.

HKU has since fully embraced generative AI. In its AI policy, rolled out in the 2023-24 academic year, the university stated that “AI literacy is essential,” and that “rethinking pedagogy is most likely necessary.”

“Universities in Hong Kong were in fact watching each other at that time,” Wan told HKFP in Cantonese. “So we were pretty cautious at the beginning… But, from our perspective, we wanted to know what [AI] is.”

In May 2023, HSU organised a seminar on the pros and cons of using AI in higher education, as well as the ethical issues arising from the technology. Teachers were positive about the discussion, and the school began drafting guidelines for the use of AI for both staff and students, Wan recalled.

At HSU, the school encourages teachers to openly communicate with students about where they are allowed to use AI for assignments from the start of the semester, Wan said.

Meanwhile, the school also provides guidance for students to responsibly report their use of AI to teachers. “This hopefully will safeguard their academic integrity,” Wan said.

Ho, the supply chain professor at HSU, said his students were trained in skills to use AI, including systems thinking – the ability to break down a complex problem into solvable parts – and critical thinking – being able to evaluate the information generated by AI.

Wan called those “transferable skills,” meaning they are valid in various real-world scenarios, not just for using AI. “No matter how advanced AI becomes in the future, we as humans have to evaluate its outputs and make our own judgements,” he said.

Ultimately, students have to be responsible for their use of AI, Wan said. “AI is fundamentally a tool, and it cannot take responsibility… Whoever uses AI has the responsibility to criticise and evaluate its outputs.”

Subjects at risk

As AI takes root in classrooms, it appears to be a promising tool for teachers and students alike.

Tang Yuk-ming, a senior lecturer at the Department of Industrial and Systems Engineering at the Hong Kong Polytechnic University, has studied the impact of advanced information technologies on students’ learning outcomes and efficacy.

His research during the Covid-19 pandemic, when online learning was the predominant mode of higher education due to social distancing rules, found that virtual reality (VR) could improve students’ academic performance and motivation to learn.

AI chatbots can enable teachers and students to “personalise learning,” said Tang, whose research focus also includes the application of AI.

As the digital assistant is available 24 hours a day, students can get instant responses tailored to their needs. At the same time, teachers can review students’ interactions with AI to identify their weak spots for strategic intervention.

Tang’s department has developed in-house AI chatbots for students, and teachers will only use the data collected for teaching enhancement, he said, brushing off privacy concerns.

See also: AI as ‘personal therapist’: Despite risks, Hong Kong teenagers turn to chatbots for counselling

Ho shared the positive assessment of AI’s impact in his discipline of supply chain science. Thanks to AI’s assistance, what used to take a year for students to complete, such as problem-solving projects using real-world corporate data, can now be finished within a single semester.

But there has been a growing concern that, at the current rate of development, AI could shortly replace jobs and wipe out whole categories of work. STEM subjects – science, technology, engineering, and mathematics – are considered to be at risk.

Between 2022 and 2025, entry-level jobs in Hong Kong plummeted by 60 per cent, with junior roles in administration and programming vanishing at even higher rates, government data showed last month. The city’s labour minister, Chris Sun, said these areas are vulnerable to automation and that authorities are studying the impact of AI across job markets.

Both Tang and Ho dismissed the idea that AI would replace engineering graduates in the future and said that “tedious jobs” may disappear.

“My view is that [AI] will vastly raise productivity, but there may not be as many people with the skills to use these tools to finish tasks,” Tang said.

“STEM subjects are never just about training your basic knowledge; it is about your mindset and problem-solving abilities,” he added. “People who know how to solve problems will always be needed.”

For the humanities, the idea of AI as a threat is less acute, because human-centred knowledge and human interactions – such as engaging with a community – are some things AI cannot produce on its own, Li said.

“Ultimately, what we [in the humanities field] are interested in is people’s unique experience, how it can help us make sense of ourselves and what we can do as humans.”

In contrast, he said, AI can only assist students in this process.

Challenges in higher education

While AI shows much potential for improving teaching and learning, its adoption in higher education comes with its own challenges.

Wan said that, in his experience promoting AI literacy, teachers are often more adept at picking up the technology than students. “I realised our colleagues and teachers have to use [AI] every day at work, while students stop using it at semester breaks,” he said.

He also noted that university freshmen are typically less savvy at using AI for their learning compared with more senior students. The problem, he argued, stemmed from a lack of AI-related training in the city’s secondary school curriculum.

“DSE students are not that AI-ready coming out of secondary schools, so they may struggle when they enter universities and have to use the technology,” he said. “The university should provide some support in that regard.”

Another challenge lies with ensuring fairness as the use of AI becomes ubiquitous. Universities in Hong Kong have sought to provide students with equal access to cutting-edge AI models, but, as Li observed, a minority of students choose not to use the technology for their learning.

“It may be an ethical choice. They may think they have abused water resources, or they may think AI has made them dumb,” Li said of the students.

AI critics have raised concerns about how data centres powering the technology are using millions of litres of water for cooling, depleting the resource in some communities around the world.

There have been debates about AI’s impact on the mind. While some studies suggest that the tool can improve academic performance, other research has found that relying on AI for tasks like essay writing can weaken cognitive activities in the long run – an accumulated “debt” for the brain.

Both the costs and benefits may be real. According to a study published in April, while using AI improved people’s problem-solving in the short term, it impaired their independent performance and made them more likely to give up when not assisted by the technology.

The students who opt out of using AI “may see learning as a form of self-cultivation, and they don’t want AI to interfere with that process,” Li said. “It is an important reminder to respect this group of students when we design our courses.”

As AI grows more powerful at an exponential rate, there are also worries that teachers themselves are at risk of being replaced.

While this is an “interesting” possibility, Tang said, chatbots that are always available cannot “completely” replace teachers and schools.

“Teachers are not only about teaching. They understand the students’ needs through communication, and they guide students towards addressing those needs,” he said.

“AI cannot do this alone so far.”