In a world where answers are just one prompt away, the true challenge in education is no longer access — it’s intention. This course was designed not to prevent students from using AI, but to help them use it well: with clarity, with conscience, and with care.
Instead of AI-proofing assignments, this AI-aware approach embraces the presence of generative tools and uses them as opportunities to teach ethical judgment, self-awareness, and academic integrity. Students were not told to avoid AI — they were asked to think critically about how they used it, when it helped, and where it failed.
Fostering Ethical Reflection
Throughout the course, students were guided to reflect on:
- When is it acceptable to use AI in academic work?
- How do we know if AI’s answer is trustworthy?
- Is it ethical to copy an answer we didn’t understand?
- What is our role as learners in an AI-rich world?
These questions were not marked — they were discussed. They appeared in Google Forms, class discussions, and written reflections. They became part of how students learned, not just what they learned.
Integrating Values into Learning
This initiative also aligned with core educational values — including ihsan, or excellence in character and conduct. Students were reminded that submitting an answer generated by AI without understanding is not just academically weak — it’s ethically hollow.
By designing the assessment to include self-critique, AI evaluation, and reflection, the course encouraged students to act with integrity, curiosity, and care.
Ethics as Skill, Not Rule
The goal was not to control student behaviour, but to develop ethical habits of mind. Students who finish this course don’t just leave with better engineering knowledge — they leave with a stronger compass for navigating AI in their future work, studies, and lives.