Jonathan Haidt Advocates for In-Class Writing, Citing New AI Education Framework

Prominent social psychologist and author Jonathan Haidt has signaled a shift in his approach to artificial intelligence (AI) policy within his university courses, indicating a greater emphasis on in-class writing. Haidt, known for his work on the impact of technology on youth, including his book "The Anxious Generation," stated on social media that an essay by "spinedu" significantly influenced his evolving pedagogical strategy. His tweet, dated September 2, 2025, sought further input from fellow professors on effective AI policies.

"I don't yet know what to do for an AI policy in class that will best help my students learn. But this essay by @spinedu helped. I'll need to add some in-class writing. Professors with other helpful links or ideas, please put them in comments," Haidt posted.

The essay referenced by Haidt is "A comprehensive AI policy education framework for university teaching and learning" by Cecilia Ka Yuk Chan, published in the International Journal of Educational Technology in Higher Education. Chan's research, based on a survey of students and teachers in Hong Kong universities, proposes an "AI Ecological Education Policy Framework" to address the complex implications of AI in academia. A key finding from the study highlighted concerns among both students and educators regarding academic misconduct and the difficulty of detecting AI-generated content.

The framework outlines three dimensions: Pedagogical, Governance, and Operational, emphasizing the need for universities to adapt teaching methods and assessment strategies. It suggests that traditional assessments may need revision to focus on critical thinking and analysis rather than information recall, which AI can easily facilitate. The paper underscores the importance of fostering AI literacy among students and faculty alike, preparing them for an AI-driven professional landscape.

Haidt's intention to incorporate more in-class writing aligns with the pedagogical dimension of Chan's framework, which advocates for rethinking assessments to ensure genuine student learning and mitigate AI misuse. This move reflects a growing sentiment in higher education that direct, supervised writing can help preserve academic integrity and develop essential skills in an era of readily available generative AI tools. Universities globally are grappling with how to integrate AI responsibly, balancing its potential benefits with challenges to traditional learning and assessment.