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Kampala University's Acting Chancellor Urges Caution Over AI, Highlights the Need to Preserve Critical Thinking

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  Published in Science and Technology on Saturday, December 13th 2025 at 0:43 GMT by The Citizen

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Kampala University’s Acting Chancellor Urges Caution Over AI, Highlights the Need to Preserve Critical Thinking

The rapid proliferation of artificial intelligence (AI) tools—most notably generative platforms such as ChatGPT—has spurred a global conversation about the future of education. In Tanzania, Kampala University (KU) has become a focal point for this debate. Acting Chancellor Professor Kassim M. Nguema, speaking at a recent faculty meeting and in an op‑ed for The Citizen, cautioned that “excessive use of AI undermines students’ critical‑thinking skills” and called for a balanced, principled approach to integrating AI into the university’s curriculum.

The Context: AI’s Growing Presence in Academic Work

Professor Nguema noted that AI is now embedded in a wide array of tools used by students: from drafting essays and solving mathematical problems to composing music and designing research proposals. While the potential for AI to enhance learning is undeniable, the Chancellor highlighted an alarming trend—students submitting AI‑generated text as their own work without proper attribution or critical analysis.

In a 2023 survey of Tanzanian universities, 68 % of respondents reported an increase in plagiarism incidents tied to AI‑produced content. The Chancellor referenced a case where a student used ChatGPT to rewrite a literature review and submitted the result as a 1,200‑word assignment. The plagiarism detection software flagged the essay as 90 % similar to an AI‑generated corpus, leading to a zero grade and a formal academic misconduct warning.

KU’s New AI Policy – A Link to Responsible Use

The article includes a link to KU’s official AI policy, accessible at https://www.kampalauniversity.ac.tz/ai-policy. The policy, drafted in collaboration with the university’s Academic Integrity Office and the Department of Computer Science, lays out clear guidelines:

1. Transparency – All AI‑generated content must be clearly marked and cited in the reference list using the APA style format: “OpenAI. (2024). ChatGPT (Version 4) [AI-generated text].”
2. Critical Engagement – Students are required to submit a one‑page reflective commentary explaining how the AI tool contributed to their work and what alternative approaches they considered.
3. Plagiarism Checks – All submissions will undergo AI‑aware plagiarism screening using tools such as Turnitin’s “AI Writing Detection” feature.
4. Ethical Use – The policy prohibits the use of AI for cheating, exam preparation, or any activity that violates the university’s code of conduct.

Professor Nguema emphasized that the policy is not meant to ban AI but to prevent misuse. “AI can be a powerful tutor, but if we allow students to treat it as a black‑box crutch, we risk eroding the very skills—analysis, synthesis, and independent thought—that the university is meant to cultivate,” he said.

UNESCO’s Global Perspective – A Link to International Guidelines

The article also links to UNESCO’s 2023 “Guidelines on the Ethical Use of Artificial Intelligence in Education” (https://unesco.org/ai-education-guidelines). The UNESCO guidelines echo KU’s stance: AI should be used to “support and enrich learning experiences” rather than replace them. Key points from the guidelines include:

• Human‑in‑the‑loop: Teachers should remain central to the learning process, using AI as an augmentative tool.
• Data Transparency: Institutions must disclose how AI systems collect, process, and store data.
• Equity and Access: AI should not widen the digital divide; schools must ensure all students have equal access to AI resources.

By referencing UNESCO, KU signals its alignment with global best practices and underscores the importance of institutional responsibility in the digital age.

Academic Research Reinforcing the Message – A Link to a Case Study

The article cites a recent case study from the Journal of Educational Technology (Vol. 17, Issue 4, 2024), found via https://www.journalofedtech.org/articles/ai-critical-thinking. The study investigated the impact of AI‑assisted writing on university students in East Africa. Findings revealed that students who engaged with AI as a brainstorming partner improved their conceptual understanding by 24 % compared to those who used AI exclusively for drafting. However, students who relied solely on AI for content creation exhibited lower scores on critical‑thinking assessments.

Professor Nguema referenced this research to reinforce his point that AI, when used strategically, can be a catalyst for deeper learning. “We’re not arguing against technology,” he stressed. “We’re calling for a pedagogical framework that harnesses AI’s strengths while preserving the intellectual rigor that defines higher education.”

The University’s Practical Steps – Workshops and Assessment Re‑design

In response to the rising concerns, KU is rolling out a multi‑phase initiative:

1. Faculty Training – Workshops will equip educators with the skills to incorporate AI responsibly into their lesson plans and to identify AI‑generated work in student submissions.
2. Student Orientation – New and returning students will attend a compulsory “Digital Literacy” module covering AI ethics, citation standards, and the dangers of misinformation.
3. Assessment Reform – KU will introduce more open‑ended, project‑based assessments that require students to demonstrate their own analytical processes rather than simply submit a finished product.

The Chancellor explained that these measures aim to create a culture where AI is seen as a collaborative partner rather than a shortcut. “Our goal is to produce graduates who can navigate the digital landscape critically and ethically,” he said.

Take‑Home Message – A Call to Universities Worldwide

Professor Nguema’s warning carries resonance beyond KU. With AI tools becoming mainstream in classrooms across Africa, the United States, and Europe, the risk of eroding critical thinking is a universal concern. KU’s balanced approach—policy, alignment with international guidelines, research‑backed best practices, and practical implementation—offers a model for other institutions grappling with the same issue.

The Chancellor concluded by urging the academic community to “engage in an ongoing dialogue about the role of AI, not merely as a technological tool but as a societal force that shapes the way we learn, reason, and innovate.” He emphasized that universities have a moral and educational duty to guide students in mastering both the content of knowledge and the skills to interrogate and use technology responsibly.

Key Takeaways

• Policy Matters: KU’s AI policy sets clear expectations for transparency, reflection, and academic integrity.
• Global Alignment: UNESCO’s guidelines reinforce the ethical use of AI in education.
• Research‑Based Insight: Case studies show that AI improves learning only when used to augment, not replace, critical thinking.
• Practical Implementation: Faculty training, student orientation, and assessment redesign are essential to embed responsible AI use.
• Future Vision: Universities must lead in shaping how AI influences cognition and ethics in the next generation of scholars.

With AI’s continued evolution, Kampala University’s cautious yet constructive stance serves as a timely reminder: technology is a tool, but the pursuit of knowledge remains an act of human judgment.