The system is already badly misaligned. Even ambitious students may consider it a better use of their time to use tools like LLMs to grind out more standardised points than use them to gain deeper understanding of a subject they may not consider important. Any STEM student targeting finance is basically uninterested in most of the subject matter, for example. This also far predates AI.
The suckers who actually want to learn will get even more badly screwed in such a system unless the assessment is balanced to favour actual knowledge. And not only at final assessment but from start to end because if you get screwed in the short term because your low marks while you get to grips with the subject gets you penalised, it takes a lot of foresight and fortitude not to buckle and just spam for points. Doing it "right" requires more teacher engagement, more parental engagement and generally more autonomy, effort and money all round. And even then you have the ever present problem of which group do you spend each marginal unit if effort on: the stronger or weaker students?
> The system is already badly misaligned. Even ambitious students may consider it a better use of their time to use tools like LLMs to grind out more standardised points than use them to gain deeper understanding of a subject they may not consider important. Any STEM student targeting finance is basically uninterested in most of the subject matter, for example. This also far predates AI.
That's not a misalignment. That's your "ambitious student" is being unwise and stupid. To this day, I have gaps in my knowledge and skills that I regret because I avoided things that I, in my childishness, did not consider "important" or "interesting." AI is going to make that far worse.
Maybe, but you can also get into some very lucrative careers by grinding points, cheating, colluding and generally gaming the system. I know of lots of people who got top-class STEM degrees and yet had barely any actual skills in the subject beyond what they needed to pass exams. They don't give a fuck they didn't really understand thermocouples or river formation or whatever. They answered the formulaic exam questions by rote and checked every marking criteria of the list for their coursework.
If AI makes their kids miscalculate and end up failing in a revamped AI-resistant educational system that actually requires learning to pass, I'll laugh.
> you can also get into some very lucrative careers by grinding points, cheating, colluding and generally gaming the system
Or, more likely, you're going to fail because you can't do the things you need to do to be successful in said careers. Or, at least, you're going to struggle because you're not very good at it.
I've met plenty of bad engineers, and let me tell you, their job seems a lot more stressful than mine. I'll pass.
Unwise and stupid people sometimes "get into some very lucrative careers?" Film at 11. "The problem currently exists in a less severe level" is not any justification for making that problem worse.
The suckers who actually want to learn will get even more badly screwed in such a system unless the assessment is balanced to favour actual knowledge. And not only at final assessment but from start to end because if you get screwed in the short term because your low marks while you get to grips with the subject gets you penalised, it takes a lot of foresight and fortitude not to buckle and just spam for points. Doing it "right" requires more teacher engagement, more parental engagement and generally more autonomy, effort and money all round. And even then you have the ever present problem of which group do you spend each marginal unit if effort on: the stronger or weaker students?