College students have interrupted graduation ceremonies to voice their fears about artificial intelligence. They’re not the only ones who are worried. If you want to understand the deep fear that artificial intelligence is creating in much of the nation, look no further than the reaction to Eric Schmidt’s commencement address. The former Google C.E.O. spoke the truth about the technology, but it did not go over well with graduates who are anxious about their future. Source: The New York Times
Lesson objectives
- Analyze how media frames student reactions to A.I. at commencements.
- Identify stakeholders’ concerns (jobs, assessment, intellectual habits).
- Evaluate trade-offs for schooling and assessment in an A.I.-rich future.
- Propose concrete classroom or policy responses to A.I.-driven change.
Sources:
- Andrew Ross Sorkin et al., “The Villain of This Year’s Commencement Speeches: A.I.” — The New York Times, May 18, 2026. The New York Times.
- Theo Baker, “What A.I. Did to My College Class” (guest essay / NYT Opinion), The New York Times, May 17, 2026. The New York Times.
- “Graduates are booing pep talks on A.I. at college commencements,” Associated Press (AP News), May 19, 2026. AP News
- “College students are booing commencement speakers celebrating AI, but the wave of hate hasn’t stopped them from using it to cheat on their exams,” Fortune, May 19, 2026. Fortune
Activity: Think–Pair–Share<
- Individually:
- What surprises you about this situation?
- Why might students react this strongly?
- Pair:
- Compare your answers and identify one shared concern
- Whole class:
- Discuss the importance of each point here:
- Job insecurity
- Fairness in assessment
- Loss of skills
- Ethical concerns
- Discuss the importance of each point here:
Lesson Objectives
By the end of the lesson, you will be able to:
- Identify key concerns about AI in education
- Evaluate how AI changes learning and assessment
- Write a structured argument about AI’s consequences for education
Task 1: Comparison (Groups)
In groups of 3–4:
Compare the articles using these prompts:
-
- Which article is most critical of AI? Why?
- Which is most sympathetic to students?
- Where do you see contradictions?
- How is cheating framed differently across sources?
- Do the articles agree on whether AI is a threat or tool?
Use the reading grid below.
Task 2: Debate
Motion:
“AI is harming students more than it is helping them.”
Divide class:
-
-
- ✅ For the motion
- ❌ Against the motion
-
Students must use evidence from the articles
🧠 Reading Grid
| Article | Tone (positive / negative / balanced) | Main Claim | Key Concerns about AI | Evidence / Examples Used | How Students Are Portrayed | View on AI (threat, tool, or both?) |
|---|---|---|---|---|---|---|
| NYT: The Villain of This Year’s Commencement Speeches: A.I. | ||||||
| NYT Opinion: What A.I. Did to My College Class | ||||||
| AP News: Graduates are booing pep talks on A.I. | ||||||
| Fortune: Students boo AI but still use it to cheat |
✍️ Writing Task (Homework or Extended Lesson)
Essay Assignment (Core Assessment)
Title:
What are the consequences of artificial intelligence for education, and what should schools, universities, and students do to maintain strong cognitive skills?
Requirements:
- Use at least TWO of the provided articles
- Length: 800–1200 words
- Must include:
- Introduction (context + thesis)
- Comparison of perspectives from sources
- Discussion of consequences:
- Learning
- Assessment
- Skills
- Solutions:
- What schools should change
- What universities should prioritise
- What students must learn to do well
- Conclusion