‘Make AI an ally’

 

AS universities grapple with regulating the use of artificial intelligence (AI) among students, a niche service sector has already emerged.

Third parties are now advertising services on e-commerce platforms to help students bypass AI detectors in their submissions.

These services, marketed as “humanising” AI-generated assignments, involve making machine-produced material sound more like it was written by an actual person. This is done by refining text, replacing overly formal phrasing with more conversational language, or weaving in personal stories and anecdotes.

Stressing the need for varsities to safeguard academic integrity, educators cautioned that this is essential to ensure that students genuinely develop the competencies and skills their qualifications claim to represent.

This, they argued, requires rethinking student assessment models, including moving away from one-off major exams, integrating continuous assessment of the learning process, and introducing formal declarations of AI use - similar to acknowledging collaboration with peers.

“When learning activities are designed to consider not just the final outcome, but also the process, the responses, and how students engage with the material, those elements can serve as meaningful forms of learning assessment,” University of the Philippines Open University (UPOU) development communication Prof Melinda dela Peña Bandalaria told StarEdu.

A former UPOU chancellor, Prof Melinda also served as president of the Asian Association of Open Universities, championing massive open online courses and open educational resources across the region.

“It is no longer just about teaching because knowledge today comes from many different sources.

“Our role is to determine the right level and type of assessment, so we can truly certify that an individual has gained the necessary competencies and skills,” she said.

Rooted in culture

Prof JungEducation Research Institute visiting research fellow Prof Insung Jung at Seoul National University, South Korea, said students’ reliance on “humanised” AI services is closely tied to societal pressures.

“It is a universal issue, especially in societies that place a strong emphasis on achievements and admission into top universities. This pressure tends to be even stronger in Asian cultures,” she said.

The pressure, said Prof Jung - who has over three decades of experience in open, distance and digital education - is compounded by the fact that some institutions discourage AI use, pushing students to conceal it.

“Students often aim to produce quality work quickly, but then conceal their use of AI. This is partly because some education institutions discourage AI use.

“As a result, students resort to using ‘humanised’ AI responses to avoid detection,” she explained.

In contrast, she noted that Japan’s education and employment practices create a different dynamic.

“In Japan, grades matter less because companies don’t hire based on transcripts. The minimum grade requirement is only 1.0 out of 4.5.

“Whereas in Korea, if you don’t have, for example, 3.0 out of 4.5, you don’t even get to apply for jobs at companies,” said Prof Jung, who spent 19 years teaching in Tokyo, Japan.

Agreeing, University of South Africa Emeritus Prof Paul Prinsloo noted that societal norms often influence how students perceive integrity.

“Another factor is when corruption is deeply embedded in a national culture and people routinely get away with it - without naming any specific countries or regions.

“In such environments, students may grow up believing it is acceptable to pay off authorities or buy their way through life.

“This creates a distorted sense of right and wrong, as dishonesty feels justified - everyone is doing it, or they believe they will not be caught,” Prof Prinsloo, whose expertise is in open and distance e-learning, AI in education and the ethics of student data use, explained.

Focus on learning

The real issue, Prof Prinsloo highlighted, also lies in universities’ emphasis on outcomes rather than the learning journey.

“We did not prepare graduates properly. We focused too much on giving them the right answer instead of teaching them how to think and to find the answer,” he admitted, adding that the focus is now slowly shifting to the learning process.

A way forward is to integrate continuous assessment into the learning process, Prof Olaf Zawacki-Richter of University of Oldenburg, Germany, suggested.

Outsourcing assignments through student help services is relatively uncommon In Germany due to the country’s academic system, said the varsity’s Faculty of Education and Social Sciences dean.

“Students are not graded frequently as they only receive one graded project per module.

“Learning is project-based and collaborative, so lecturers can observe the students’ process step by step.

“This makes it transparent whether the students actually did the work themselves,” he said.

Even before the rise of AI, some institutions had been experimenting with alternative ways of engaging students in assessment.

Citing an example, Prof Prinsloo said some varsities require learners to evaluate their own work based on a clearly spelt-out guideline.

“Students grade their own assignments according to criteria, and then we compared their self-assessment with ours,” he explained.

Although not foolproof, the approach encouraged accountability by prompting students to reflect honestly on their performance and take ownership of their learning.

“It becomes part of their responsibility to own up and say ‘this is how well I think I did’,” he added.

Be transparent

Prof XiaoIt is human nature to look for shortcuts, making it crucial for universities to establish mechanisms that ensure responsible use of AI, said Emeritus Prof Junhong Xiao from Open University of Shantou, China.

“Whether we like it or not, AI will be used in education.

“We, as educators, ensure that students learn to use AI responsibly,” he said.

Rather than punishing students for turning to AI, Prof Prinsloo advocated embracing it as part of the learning process.

“I want to know how they use AI. What was their process? Did they check the answer? How did they validate the answers? We should be interested in the process,” he said, emphasising that students should be encouraged to use such tools responsibly.

He also underscored the importance of transparency in learning and collaboration, cautioning that punishment of AI use could drive students to discover new ways to cheat.

“One university even has a declaration that students fill in to say, ‘I worked with a colleague or AI in this assignment.’

“We almost always punish them for working together with other students or with technology when we should be open and encourage them,” he opined.

Likewise, Prof Melinda shared that her university has already introduced an AI policy at the institutional level.

Under the policy, students are required to declare and document how they engaged with AI, such as the questions they asked, the responses they received, and how they evaluated those responses.

“We ask ‘How did you use AI in your submission’, for instance?

“They have to track the actions they have taken and document it,” Prof Melinda explained.

She, however, acknowledged the challenges of enforcement, as declarations may not always be complete or fully honest.

“Of course, it’s not a guarantee that they will declare everything, especially if they submitted something that’s completely AI-generated. We still have to reflect and guard against that,” she added.

Note: Prof Melinda, Prof Jung, Prof Xiao, Prof Prinsloo and Prof Zawacki-Richter were speakers at the Open University Malaysia “Visionary Leadership: Charting the Futures of Digital Education” public lecture on Aug 6.

Thumbs up: Mustapha (ninth from left) with Prof Ahmad Izanee (seventh from right) with the speakers and guests at the public lectures series. - AZMAN GHANI/The Star

AI in academia

THE Higher Education Ministry is committed to preparing students for a future shaped by AI and digital transformation, says its Deputy Minister Datuk Mustapha Sakmud.

“We are improving how AI is taught and used across our universities.

“We are also building campus environments that support flexible learning, including better Internet access, modern learning spaces, and stronger support for academic staff,” he said at the Open University Malaysia (OUM) “Visionary Leadership: Charting the Futures of Digital Education” public lecture on Aug 6.

Held at a hotel in Kuala Lumpur, the free public lecture series was organised in conjunction with the varsity’s 25th anniversary.

Also present were higher education director-general Prof Dr Azlinda Azman, and OUM president and vice-chancellor Prof Dr Ahmad Izanee Awang.

Subsequently, in a parliamentary reply on Aug 26, Mustapha said the ministry has outlined several measures to address the use of AI in academic writing, namely:

Developing guidelines for AI use in higher education.

Monitoring and regulating practices at the institutional level.

Revising assessment and evaluation methods.

Strengthening teaching and learning approaches that support higher-order thinking skills.

Providing training and professional development.

Upholding a firm commitment to academic integrity.

Ensuring all new and existing courses will include AI-related elements starting from 2025.

Mainstreaming the integration of AI into curricula through an “embedded AI” approach across study programmes, according to the needs of each discipline, such as engineering, technology, social sciences, and service-related fields.

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AI and job transformation in Malaysia: What's next?

 

Experts share that the impact of AI may be more nuanced than just simply replacing people at work. — This visual is human-created, AI-aided

In a discussion on an online forum, a freelance translator in Malaysia believes that he has fewer job opportunities now due to clients turning to AI.

Another individual in the same discussion claims that he was laid off due to his stance against using AI tools in the company.

In a separate conversation, a designer questioned whether he should resign as a sign of protest against his company’s increasing reliance on AI to generate content. Meanwhile, another user who handles accounting tasks at work says AI is taking over his role after the company adopted a new AI-powered processing system. He claims that the system has led to some colleagues being laid off and those who remain will be required to verify the work performed by AI.

In the comments section, other users have advised him to look for a new job elsewhere as he risks being replaced completely, or start showing more productivity in other aspects of his current work that cannot be done by AI.

These conversations found online reflect a growing concern among Malaysian workers as AI tools become a part of work.

Staying ahead

According to an Ipsos AI Monitor 2025 survey involving 500 Malaysian adults, 63% fear AI’s potential to replace their ­current job within the next three to five years.

“The fear of being replaced by AI is very real, and it’s completely valid,” says Edvance CEO Razin Rozman.

Fahad encourages employees to experiment with various generative AI tools to discover how they can boost productivity at work. — Randstad Malaysia

Randstad Malaysia country director Fahad Naeem says findings from his company’s Malaysia Employer Brand research, which surveyed 2,588 respondents, show that 5% now expect to lose their jobs due to AI.

“Despite this, the overall sentiment towards AI remains largely positive, as 48% of Malaysian workers said that AI has improved their job satisfaction this year,” adds Fahad.

According to NTT Data CEO Henrick Choo, the best way to navigate the fear of being replaced by AI is to embrace lifelong learning and adaptability. He says that he has seen employees transition from traditional support roles to newly-created positions in AI operations, product testing and customer success – often within just a few months.

“Focus on roles that rely on uniquely human skills like ­empathy, decision-making, ­critical thinking, and creativity which are areas where AI still lags behind,” says Choo in a statement to LifestyleTech.

His advice to individuals would be to start investing in digital ­fluency by learning to work alongside AI tools, adding that they should embrace continuous learning and stay updated on the latest tools, trends as well as ­governance practices.

“AI is not here to replace ­people, but to augment their capabilities. The most successful professionals will be those who understand how to leverage AI tools while asking the right ­questions about data ownership, ethical use, and value distribution,” adds Choo.

Razin shares that individuals who have successfully adapted to the rise of AI often share key qua­­lities such as adaptability, curiosity, and a mindset geared toward continuous learning. He also believes that basic AI literacy is becoming essential in the work place regardless of whether an employee is in a technical role.

Razin says those who have ­successfully adapted to the rise of AI usually have a mindset geared toward continuous learning. — Edvance

“We’ve seen many success stories, people who were once in roles like administrative support or basic data entry, who, through upskilling, moved into project management, digital marketing, or even junior AI operations roles.

“What helped them stand out was the learning itself and the mindset shift. They saw AI not as the end of their role, but the begin­­ning of a new one,” says Razin.

As for Fahad, he encourages employees to experiment with various generative AI tools to ­discover how they can boost ­productivity at work. He says exposure and experiences can help employees gain a deeper understanding of AI’s potential and limitations to anticipate how their roles might change.

“With the increasing integration of AI, talent should discuss with their managers how their career pathway may change. This involves identifying areas for deepening specialisation, mapping out training opportunities and having a pulse on how job responsibilities may evolve with increasing digital and AI disruption,” adds Fahad.

Fahad says the company’s 2025 Workmonitor report involving 503 res­­pon­­dents in Malaysia shows that 53% of talents trust their employers to invest and provide opportunities for continuous learning particularly in AI and technology. He adds that 56% of responders trust their ­employers to be transparent about business decisions that will impact their role.

“It is clear that while employers are excited about rolling out AI-powered tools and solutions, they should also be transparent and forthright about how AI will transform the company’s operations and processes, and more importantly, how it will impact the employees’ job security and career prospects,” says Fahad.

Redefining work roles

Experts share that the impact of AI may be more nuanced than just simply replacing people at work.

“Yes, we are definitely seeing AI reshape job functions in Malaysia though it’s less about outright replacement and more about redefinition,” says Choo.

Choo says the next five to 10 years will mark the rise of ‘hybrid intelligence’ where humans and AI collaborate as equal partners. — NTT Data

Razin shares a similar sentiment, where he says the company is also starting to see signs of generative AI changing the shape of the labour market in Malaysia.

“At this moment in time, we’re witnessing more of its impact on job transformation than full-on replacement,” he says.

Razin adds that repetitive or process-driven roles are being ­partially replaced or heavily ­supported by AI tools. He cites examples like some companies turning to AI to automate customer service by using chatbots or to perform document sorting or data entry.

According to Choo, Gen-AI ­powered chatbots and voicebots are now able to handle “up to 90% of fact-based customer ­service queries”, reducing the need for large call centre teams.

Razin adds that his company is also seeing ­changes in sectors like marketing, finance, education and tech services.

“These industries are adopting generative AI to speed up ­routine work, which means job scopes are evolving,” says Razin, adding that some local banks have ­started automating things like loan processing and ­compliance checks.

“So, rather than cutting jobs, they’re moving people into new roles that focus on oversight and analysis,” says Razin.

A 2024 national study by TalentCorp reveals that around 620,000 jobs – equivalent to 18% of formal sector roles in Malaysia – are expected to be significantly impacted by AI, digitalisation, and the green economy within the next three to five years.

The 72-page report highlights 14 roles including incident investigator, cloud administrator, and applications support engineer as among those on the High Impact list. It also listed 51 roles on the Medium Impact list such as IT audit manager, ­customer ­experience manager and data centre operations ­engineer.

In an article published by the World Economic Forum in June, Human Resources Minister Steven Sim highlights the report’s findings and says: “Workers ­currently in these roles require cross-skilling, upskilling or even reskilling.”

Why AI?

The machine may be better than people for specific tasks at work. Fahad says AI-based ­solutions are capable of ­processing large volumes of data and look at established ­patterns or past history to ­perform ­repetitive tasks. The key here, he says, is that AI is able to do so with better accuracy and consistency.

“These tools are highly applicable in tasks that require ­standardisation, speed, and scale. AI systems can also ­operate round-the-clock, which increases outcomes and greatly reduces time and cost,” Fahad adds.

According to an Ipsos AI Monitor 2025 survey involving 500 Malaysian adults, 63% fear AI’s potential to replace their ­current job within the next three to five years. — This visual is human-created, AI-aided

Choo explains that tasks that would normally take human teams days to do – such as fraud detection, code generation or content summarisation – can now be completed by AI in a shorter amount of time.

“Generative AI, in particular, is a strong performer when applied to structured domains: drafting documents, generating marketing visuals and videos, producing basic code, and ­summarising reports,” Choo says, adding that these tools operate best when provided with clear inputs and boundaries, making them highly viable in predictable scenarios.

Apart from processing huge volumes of data, Razin says advanced AI solutions are also capable of ­spotting trends across complex datasets and are ­capable of ­continuously learning through feedback loops.

What the future brings

Prime Minister Datuk Seri Anwar Ibrahim has made it known that Malaysia is committed towards becoming a leader in AI and digital transformation in the Asean region.

During the launch of the National AI Office last year, he emphasised that Malaysia must embrace the need for tech-­driven change.

“History has shown that industrial revolutions and ­technological advancements ­initially sparked anxiety but ­ultimately created more opportunities. This is why training and digital literacy are critical in equipping our workforce for these changes,” he said in his speech.

As for the challenges inherent in the use of AI, Anwar emphasised in an Aug 18 report by The Star that Malaysians have to face the hurdles head-on by emphasising humanistic ­values and critical thinking.

“We must not only focus on developing expertise but also on nurturing values,” he explains.

While Malaysia has made meaningful progress through frameworks like the National AI Roadmap and the Digital Economy Blueprint (MyDigital) with initiatives that reflect strong policy intent and direction, Razin says the pace of AI adoption in the workplace is outstripping both skills development and ­policy execution.

“One of the most urgent gaps is in talent. There’s growing demand for AI-literate professionals such as engineers, data scientists, prompt engineers, and ethics specialists, but education and training systems haven’t yet scaled to meet this demand.

“The workforce also lacks widespread access to affordable, high-quality upskilling pathways that align with the real-world applications of AI,” he adds.

Razin believes for Malaysia to truly thrive in the AI era – ­policies must be “adaptive, data-­informed, and shaped in collaboration with those building and using these tools daily”.

Choo says the next five to ten years will mark the rise of “hybrid intelligence” where humans and AI collaborate as equal partners. He believes new AI-driven roles that have emerged include AI assistant trainers (experts to finetune how AI behaves and communicates) and AI governance leads (to ­oversee bias, ethics and ­compliance).

“We see this across every ­function: marketers using GenAI to personalise outreach, analysts using AI to simulate future ­scenarios, and engineers working with AI to rapidly prototype ­innovations. The emphasis will shift from hard skills alone to cross-functional fluency; blending AI literacy with domain expertise,” adds Choo.

In Malaysia, Choo says AI transformation can also be seen in areas like healthtech, smart manufacturing and agritech where roles in digital twin ­modelling and data privacy are gaining traction.

“The future is not about who gets replaced, but who gets reimagined. With the right ­support, that can and should include everyone,” he concludes.-- By ANGELIN YEOH

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Of AI, calculators and learning maths

 

WHILE teaching mathematics in two countries, Malaysia and China, I have noticed that the way students master this subject is deeply influenced by their own educational culture and assessment systems.

Scientific calculators and artificial intelligence (AI) are now part and parcel of the learning process. However, the students’ approaches to using these tools are still firmly rooted in the foundational values shaped by their respective systems.

In Malaysia, the use of scientific calculators is a standard practice among students at the upper secondary level.

Students are allowed to use them for mathematics and additional mathematics papers in the SPM exams, especially for questions involving trigonometry, logarithms or statistical calculations.

They do speed up calculations and minimise errors, but overly relying on them can sometimes lead to weaker mastery of basic computational skills and reduced understanding of the core mathematical concepts.

Teaching foundation students at Xi’an International University in China under the Universiti Malaya (UM) offshore programme revealed a very different learning system.

Many students there had never used scientific calculators before.

As they were preparing to pursue their undergraduate studies at UM, I made them use the calculators during lectures and assessments.

They were hesitant at first, but I could see their excitement when they tried to use the device.

Nevertheless, most of them continued to solve problems, such as multiplication, square roots and trigonometric expressions, manually and did so with remarkable speed and precision.

This comfort with manual computation stemmed from their early training and a system that actively reinforces such skills.

One of the main reasons for this is China’s national university entrance exam, Gaokao. Known for its intensity and competitiveness, Gaokao strictly prohibits the use of calculators in the mathematics paper. This policy is intentional; it aims to assess a student’s genuine computational skills, ensure fairness across all regions and backgrounds, and encourage deep mastery of mathematical principles without relying on technology. As a result, Chinese students are trained from young to memorise formulas and solve problems manually.

The outcome is a generation of students who possess strong fundamental skills and a high level of confidence when tackling complex problems using logical and structured steps.

Despite these systemic differences, global developments continue to impact both countries. Students in Malaysia and China are now turning to Ai-powered apps such as CHATGPT, Deepseek, Symbolab, and Photomath, and are becoming increasingly dependent on Ai-generated solutions without fully engaging with the problem-solving process.

To address this, I apply a simple yet effective approach in my classroom. Students are required to answer the questions using their own reasoning first before they are allowed to check or verify their answers using AI.

This approach trains them to think critically, assess their own solutions, and compare them with the output provided by AI tools. It also builds confidence in their conceptual understanding.

What I find most encouraging is how students respond when their answers differ from the Ai-generated ones. On several occasions, I have heard them say confidently, “I think my answer is correct. The AI is wrong.” To me, this is a clear indicator of authentic learning.

These students are not simply replicating solutions; they have internalised the logic, are able to explain their reasoning, and are not afraid to challenge the authority of a machine when they believe in their own understanding.

I fully support the integration of AI as a learning tool, but I also believe that solving problems manually and conceptual mastery of the subject – in this case mathematics – must remain the foundation of education.

Technology should enhance students’ learning but not replace their ability to think.

FATIN NABILA ABD LATIFF Senior lecturer Mathematics Division Centre for Foundation Studies in Science Universiti Malaya

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