The AI Anxiety Trap: Why Banning Technology Won’t Prepare Students for a Changing World

The University of Chicago’s decision to ban most technology and AI tools from their core classes is a symptom of a larger problem: the anxiety surrounding artificial intelligence on campus. Rather than addressing this anxiety head-on, universities are opting for draconian mandates and screenless classes.

This approach may seem like a way to protect students from the perceived threats of AI, but it’s actually a cop-out. By banning technology, educators are missing an opportunity to teach students how to navigate the changing landscape of work and education. The anxiety about AI is not new; research from Stanford shows that young workers in AI-exposed occupations have seen a nearly 20 percent drop in employment.

Rather than trying to make AI go away, universities should be teaching students how to use these tools productively. This matters even more when students start to specialize. For example, the University of Chicago Law School’s ban on screens from first-year classrooms may seem like a necessary step in an atmosphere of uncertainty, but it’s actually a short-sighted solution.

By denying students the opportunity to engage with AI, educators are failing them in their future careers. A degree should not just be a piece of paper that proves a student has mastered certain skills, but also a demonstration of their ability to adapt and innovate in a rapidly changing world.

At Dartmouth, we’re taking a different approach. We believe it’s our job to teach students how to do what AI can’t: decide which questions to ask, exercise sound judgment, navigate ethical complexity, reckon with uncertainty, and take responsibility for their decisions. To achieve this, we’ve employed a critical AI librarian who helps students and faculty interrogate these models, recognize their biases, and spot unsupported claims.

We’re also providing students with the chance to practice using AI in concert with human skills. This approach is not only more effective but also more relevant to the needs of employers. Globally, jobs that require advanced AI skills are growing eight times faster than the job market overall. Entry-level roles in AI-exposed fields are more than seven times likelier than other entry-level jobs to require human skills once reserved for senior executives.

By failing to prepare students for this new reality, universities are leaving them unprepared for the demands of the modern workforce. The solution is not to ban technology but to teach students how to use it effectively. This requires a fundamental shift in how we approach education and training.

We need to move away from the idea that a degree is a fixed entity that can be earned through a series of lectures and exams, and towards a more dynamic and adaptive model that prepares students for the changing demands of the job market. The AI anxiety trap is real, but it’s not insurmountable.

By embracing technology and teaching students how to use it productively, we can help them navigate this changing landscape with confidence and competence. The alternative – banning technology and hoping that employers will magically adapt – is a recipe for disaster. It’s time for universities to take ownership of their role in shaping the future of work and education.

As educators, our job is not just to impart knowledge but also to prepare students for a rapidly changing world. By doing so, we can help them graduate with more confidence and competence than fear, and with an appreciation for how to use AI tools ethically. The stakes are high, but the potential rewards are enormous.