Interesting report. I understand why much of the discussion about AI and university education has focused on first-year writing classes in the U.S. Some of my

Interesting report. I understand why much of the discussion about AI and university education has focused on first-year writing classes in the U.S. Some of my own first experiments with ChatGPT in December 2022 were having it write school-like essays [1]. Over the past few months, I cotaught a university class in which we also had first-year students use and reflect on their use of AI in their classwork. But the context was different: the class was a seminar on science communication (how to make science engaging to children and the general public), and most of the time was spent with the students doing group projects. Also, the class was at a university in Tokyo, and we taught it in Japanese. We have just started analyzing the feedback from the students, but my impression is that they were less conflicted about the use of AI for their group work than they might have been if they had been doing their projects as individuals. Meanwhile, as the semester progressed, agentic frameworks started to mature. I spent a lot of time on my own experimenting with Claude Code and Gemini CLI. While none of the students in that class seemed to use them, it became clear to me that such higher-level cognitive tools will pose an even greater challenge to higher education than essay-writing chatbots do now. [1] https://www.gally.net/temp/202212chatgpt/defaultessay.html https://www.gally.net/temp/202212chatgpt/defaultessay.html