Are we sacrificing critical thinking on the altar of artificial intelligence? This is the alarming question raised by Prof Peter Msolla, Vice Chancellor of Kampala International University in Tanzania (KIUT), who warns that students' over-reliance on AI is eroding the very foundation of higher education. In a thought-provoking address to 1,484 graduates at KIUT’s eighth convocation on December 10, 2025, Prof Msolla urged universities to reevaluate their approach to integrating emerging technologies. But here's where it gets controversial: while acknowledging AI's transformative power, he argues that its unregulated use is already stifling intellectual growth. And this is the part most people miss: it's not about rejecting AI, but about ensuring it complements, not replaces, human ingenuity.
Prof Msolla’s concerns come at a time when generative AI tools like ChatGPT, Gemini, and Claude are becoming ubiquitous in academia, raising global debates about their impact on learning. “When students can outsource thinking to algorithms, we risk creating a generation of information consumers, not creators,” he cautioned. “Universities must foster environments where technology enhances critical analysis, not shortcuts.”
But is AI the villain, or are we misusing its potential? Education technology expert Dr Neema Mwakalinga echoes Prof Msolla’s sentiment, emphasizing that the real danger lies in AI misuse, not the technology itself. “AI should be a learning ally, not a crutch,” Dr Mwakalinga stated, calling for universities to implement digital literacy programs, modernize assessments, and train faculty to integrate AI responsibly. This raises a provocative question: Are we failing to prepare students for a tech-driven world by not teaching them how to use AI ethically and effectively?
Beyond the AI debate, KIUT is taking strides in other areas. Prof Msolla announced plans to complete the university’s teaching hospital by 2026, a move that will bolster practical learning for health sciences students and improve community healthcare. Meanwhile, Acting Deputy Vice Chancellor–Academic, Prof Honoratha Mushi, highlighted ongoing efforts to modernize laboratories, teaching equipment, and student facilities, aligning with Tanzania’s national education priorities.
The University Council, chaired by Prof Yunus Mgaya, praised KIUT’s leadership for maintaining high professional standards and good governance in a science- and technology-focused private institution. Of the graduates, 772 were men and 712 women, with 821 earning diplomas, 641 obtaining bachelor’s degrees, and 22 receiving master’s qualifications.
So, what do you think? Is AI a threat to critical thinking, or are we simply failing to harness its potential responsibly? Should universities ban AI tools, or focus on teaching students how to use them ethically? Share your thoughts in the comments—this is a conversation we can’t afford to ignore.
