Kampala University Chancellor Warns Against AI Overuse Damaging Student Critical Thinking

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Kampala University Chancellor Warns Against AI Overuse Damaging Student Critical Thinking

The Growing Concern Over AI and Critical Thinking in Higher Education

In a rapidly evolving digital landscape, the role of artificial intelligence (AI) in education has become a topic of intense debate. At the eighth graduation ceremony of Kampala International University in Tanzania (KIUT), held on December 10, 2025, the Acting Chancellor, Prof Peter Msolla, raised an important concern: the increasing dependence of university students on AI could be undermining the very foundation of higher education—critical thinking.

With 1,484 students receiving academic awards at the event, Prof Msolla used the occasion to emphasize the need for universities to reassess how they guide students in the use of emerging technologies. While acknowledging the transformative potential of AI, he warned that its unregulated use is already posing a threat to intellectual development.

“We live in a digital age, but excessive reliance on AI is concerning. When students can simply click a button to complete assignments, their capacity to think independently diminishes. Technology offers both opportunities and challenges, and it is our duty to ensure it is used responsibly,” said Prof Msolla during his address to the graduates.

He highlighted the importance of universities as incubators of knowledge and innovation, stressing that graduates must be creators, not mere consumers, of information. “Sustainable economic progress depends on individuals capable of analysis, evaluation, and original thought. Society expects your achievements to reflect genuine understanding, not shortcuts,” he added.

The Role of AI in Education: A Double-Edged Sword

Prof Msolla’s remarks come at a time when generative AI tools such as ChatGPT, Gemini, and Claude are increasingly being used by students for tasks like assignments, text summarization, and problem-solving. These tools, while powerful, raise questions about the authenticity of student work and the long-term impact on learning outcomes.

Education technology expert Dr Neema Mwakalinga echoed these concerns, stating that the misuse of AI, rather than the technology itself, poses the greatest risk. “AI should be a learning companion, not a shortcut. Universities must implement robust digital literacy programmes, modernize assessment methods, and train faculty to integrate AI responsibly,” she said.

This call for responsible AI integration underscores the need for educational institutions to strike a balance between embracing technological advancements and preserving the core values of critical inquiry and independent thought.

Expanding Educational Infrastructure and Opportunities

Beyond the AI debate, Prof Msolla also announced plans to complete KIUT’s teaching hospital by the end of 2026. This initiative is expected to enhance practical learning for health sciences students and improve medical services for the local community.

Acting Deputy Vice Chancellor–Academic, Prof Honoratha Mushi, highlighted ongoing efforts to modernize laboratories, teaching equipment, and student facilities. These upgrades aim to support the expansion of admissions in line with national education priorities, ensuring that more students have access to quality higher education.

The University Council, chaired by Prof Yunus Mgaya, commended KIUT leadership for maintaining professional standards and ensuring good governance within a science- and technology-focused private institution. Of the 1,484 graduates, 772 were men and 712 women, with 821 earning diplomas, 641 obtaining bachelor’s degrees, and 22 receiving master’s qualifications.

Preparing Graduates for the Future

As the academic year concludes, the message from KIUT’s leadership is clear: the future of education lies in equipping students with the skills to navigate a complex and rapidly changing world. While AI presents new opportunities, it also demands a renewed commitment to fostering critical thinking, creativity, and ethical responsibility.

For universities, this means rethinking traditional approaches to teaching and assessment, investing in faculty development, and creating environments where technology enhances, rather than replaces, human intellect. As Prof Msolla emphasized, the goal is not to resist change, but to guide it in a way that serves the broader interests of society.



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