What does it mean to succeed without learning? That is a question I have wrestled with since last spring, when students in an introductory programming course I teach submitted assignments with computer code that was unusually advanced, well-structured, efficient, and carefully annotated. But when faced with a handwritten exam asking them to explain the underlying logic, many struggled. Eventually, they admitted to relying on generative AI to complete their homework. Their honesty was refreshing, but the situation raised a pressing concern in education: When technology enables the appearance of mastery, how can we ensure that real understanding is taking place?
