Generative Artificial Intelligence in Higher Education: Why the 'Banning Approach' to Student use is Sometimes Morally Justified

Abstract

There has been significant discussion among academics and policymakers about managing the use of generative artificial intelligence tools, such as ChatGPT, Gemini, and GitHub Copilot, in higher education, particularly regarding student usage (Eke, 2023 , Malmström et al., 2023 , Yeadon et al. 2023 ). Many universities have adopted a 'nuanced approach,' which encourages responsible use of these tools to achieve high-quality outcomes while adhering to ethical principles and regulations (McDonald et al., 2024 ). This middle-ground stance is recommended by many involved in the policy debate (Gimpel et al., 2023 ; Rudolph et al., 2023 ; Slimi & Carballido, 2023 ). The belief is that these tools are largely beneficial, that their negative effects can be managed, and that they will become ubiquitous, making resistance futile. Not all institutions align with this approach—some are more welcoming of these technologies, even mandating their use, while others ban or strongly discourage their use (McDonald et al., 2024 ). Footnote 1

Topics & Concepts