Is AI Helping or Hindering Rwanda’s Graduates?

The rise of artificial intelligence (AI) in university classrooms is reshaping learning, research, and academic honesty in Rwanda. At the Adventist University of Central Africa (AUCA), a recent case revealed the challenges AI presents. Laurent Maniraho, head of the Networks and Communication Systems Department, suspended a student’s final dissertation after finding much of it was generated by AI, filled with contradictions and irrelevant content.

“It was clear the student relied too heavily on AI without critical thinking or proper research,” Maniraho said.

As Youth Skills Day was celebrated on July 15 with a focus on “Youth empowerment through AI and digital skills,” the academic community is grappling with AI’s growing influence. While AI is changing how students approach writing and research, it raises important questions about its role in education.

Many students are now using AI tools for assignments and even exams, often without understanding their credibility or proper usage. Maniraho noted, “Students avoid the library and lecture notes, opting to paste assignments into AI tools for quick results.”

While he supports AI’s educational potential, he advocates for its responsible use. AUCA has implemented a three-layer monitoring system for dissertations to ensure students engage seriously in their research.

Festus Irungu, head of the Journalism, Film, and Communication Department at Mount Kigali University, emphasized the need for training on responsible AI use. He believes AI can enhance learning but shouldn’t replace critical thinking.

“Students can use AI to refine ideas or assist in data science,” he said, stressing the importance of asking the right questions.

Ephrard Rulinda, Dean of Studies at the University of Lay Adventists of Kigali (UNILAK), warned that AI fosters laziness among students, leading to rushed dissertations. He recommended investing in AI detection tools to verify authenticity and urged educators to train in distinguishing AI-generated content.

Emmanuel Rwagasore, a graduate from African Leadership University, treats AI as an advanced research tool but insists it cannot replace genuine academic effort. “Relying solely on AI means you don’t understand the content,” he said.

Third-year student Prisca Gikundiro noted that while AI can assist learning, it’s crucial to maintain originality. “Using AI to enhance vocabulary is fine, but the core story must be ours,” she added.

Athanase Munyarugendo, a lecturer at the University of Rwanda, encouraged students to develop their own ideas rather than rely on AI. He called for policies to regulate AI use in education and stressed the importance of prioritizing critical thinking over short-term results.

In summary, while AI can be a valuable tool in education, both students and educators must navigate its use carefully to ensure it supports rather than undermines learning.