Publications

Argues that universities misrepresent what degrees certify in the age of generative AI — pretending students work independently while tacitly tolerating pervasive AI use — and calls for institutions to shift from certifying individual knowledge to evaluating how students collaborate with and manage AI tools.

Applies game-theoretic reasoning to student use of generative AI in academic life, arguing that students engaging with GenAI tools are often strategising more efficiently rather than outsourcing their thinking — with their real opponent being themselves, not the AI.