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Kampala University VC Warns About AI Over-Use in Academic Work

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  Published in Science and Technology on Thursday, December 11th 2025 at 12:53 GMT by The Citizen

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Kampala University Vice‑Chancellor Issues Cautionary Call on AI Over‑Use, Urges Strengthening Critical Thinking Among Students

In a striking address that has reverberated across Tanzania’s academic community, Dr. Moses Kamau, Vice‑Chancellor (VC) of Kampala University, publicly warned that the burgeoning popularity of artificial‑intelligence (AI) tools—most notably large‑language models such as ChatGPT—poses a serious threat to the quality of student learning and the integrity of academic work. His remarks, delivered during the university’s annual Academic Affairs Forum on Tuesday, highlighted the potential for AI to erode critical thinking skills, undermine original research, and create new forms of plagiarism that existing policies are ill‑prepared to detect.

The Core of the Concern

Dr. Kamau’s concern centers on the risk that students will increasingly turn to AI‑generated content as a shortcut to assignments, examinations, and research projects. “We are witnessing a generation of learners who can ask an AI to write an essay, solve a calculus problem, or generate a research proposal,” he said. “While these tools can be useful for brainstorming or for checking facts, if they become the primary source of work, we risk producing graduates who are skilled at manipulating technology but lack the foundational analytical and problem‑solving abilities that our nation’s future demands.”

The VC cited several incidents that have prompted the university’s board to revisit its policy framework. In one case, a student reportedly used an AI tool to compose a 5,000‑word thesis on sustainable agriculture, claiming originality while failing to disclose the AI’s contribution. In another instance, an online plagiarism‑detection service flagged a large portion of a student’s term paper as identical to AI‑generated text, raising questions about whether AI‑produced content should be treated under the same anti‑plagiarism rules that govern traditional copying.

Policy Response: Guidelines and Monitoring

Responding to these challenges, Kampala University has begun drafting a comprehensive AI‑use policy. The proposed guidelines will, according to Dr. Kamau, "establish clear boundaries for AI in academia, define the responsibilities of faculty and students, and introduce monitoring mechanisms that are both ethical and effective."

Key elements of the forthcoming policy include:

1. Transparency Requirement: Students will be required to disclose any use of AI tools in the preparation of their work, including specifying the portion of the text that was generated or assisted by AI.
2. Citation Standards: AI‑generated content will need to be cited in a manner that mirrors the citation of other sources, thereby reinforcing academic honesty.
3. AI‑Detection Software: The university will integrate AI‑detection tools (such as Turnitin’s AI Writing Detection feature) into its plagiarism‑checking workflows, enabling faculty to flag potential AI‑only submissions.
4. Faculty Training: Professors will receive workshops on how to integrate AI responsibly into their curriculum, focusing on enhancing critical thinking rather than substituting it.
5. Assessment Design: Assignments will increasingly incorporate open‑ended, process‑oriented tasks that require students to demonstrate reasoning and reflection, making it harder for an AI alone to produce a satisfactory answer.

Dr. Kamau emphasized that the policy is not aimed at banning AI outright but at "leveraging the strengths of these tools while safeguarding the intellectual rigor that defines higher education." He stressed that AI can be a powerful ally—“an assistant that can provide quick fact checks, suggest relevant literature, or help students refine their arguments”—but only if used within a framework that values original thought and methodological soundness.

Broader Context and International Echoes

The university’s concerns echo a broader conversation underway in higher‑education institutions worldwide. In the United States, the American Association of University Professors (AAUP) released a statement urging universities to develop AI policies that address “the potential risks to academic integrity, the impact on student learning, and the responsibilities of faculty.” Similarly, UNESCO’s 2023 guidelines on AI in education underscore the necessity of "critical digital literacy" and the role of educators in guiding students to use AI responsibly.

In Tanzania, the Ministry of Education, Science, and Technology (MOEST) has begun consultations with university leaders to devise a national framework for AI governance in academia. Dr. Kamau noted that Kampala University’s forthcoming policy could serve as a model for other institutions, especially those in the East African Community, where the adoption of AI tools is accelerating at a rapid pace.

Student Reactions and the Path Forward

Reactions among Kampala University’s student body have been mixed. Some students appreciate the clarity the new policy offers, while others fear it might stifle legitimate innovation. A group of tech‑savvy undergraduates formed a "Digital Ethics Club" during the university’s annual student forum, advocating for a balanced approach that encourages the use of AI as a creative aid rather than a crutch. They argue that, in the absence of clear guidelines, students may inadvertently engage in dishonest practices simply because the boundaries are unclear.

Faculty responses have largely been supportive. Dr. Adrian Mwaura, Chair of the Computer Science Department, pointed out that the department’s existing “AI Ethics” module will be expanded to incorporate the new policy’s provisions. “By formalizing how AI should be integrated into coursework, we can foster a learning environment where students learn to think critically, design experiments, and interpret results—skills that cannot be outsourced to an algorithm,” he said.

Conclusion

Kampala University’s Vice‑Chancellor’s cautionary stance marks a pivotal moment in the institution’s journey toward balancing technological advancement with academic integrity. By proactively crafting a detailed AI‑use policy, the university aims to equip its students with the skills they need to navigate a rapidly changing digital landscape without compromising the critical thinking and analytical rigor that are the hallmarks of higher education.

The policy’s final form, slated for public release later this year, will not only shape the academic culture at Kampala University but could also influence the broader educational discourse across Tanzania and the region. As universities grapple with the same dilemma—how to harness AI’s benefits while preserving intellectual honesty—the conversation led by Dr. Kamau underscores the need for thoughtful, context‑specific guidelines that protect both learners and educators in an increasingly automated world.