{"id":72423,"date":"2025-11-14T09:00:59","date_gmt":"2025-11-14T14:00:59","guid":{"rendered":"https:\/\/blog.utc.edu\/news\/?p=72423"},"modified":"2025-11-14T09:34:42","modified_gmt":"2025-11-14T14:34:42","slug":"utc-business-students-debate-the-future-of-ai-in-the-classroom","status":"publish","type":"post","link":"https:\/\/blog.utc.edu\/news\/2025\/11\/utc-business-students-debate-the-future-of-ai-in-the-classroom\/","title":{"rendered":"UTC business students debate the future of AI in the classroom"},"content":{"rendered":"
\"Smythe

Smythe Kuebler (holding microphone) and his debate teammates from the Gary W. Rollins College of Business discuss the cons of AI in the classroom. Photo by Angela Foster.<\/p><\/div>\n

Will artificial intelligence create a more efficient future or lead to a wave of unprepared young adults entering the workforce?<\/p>\n

On Wednesday, Nov. 12, students from the University of Tennessee at Chattanooga\u2019s Gary W. Rollins College of Business debated questions like this while discussing the benefits and drawbacks of AI in university courses.<\/p>\n

As part of the \u201cGreat AI Debate,\u201d two student teams strategized their arguments with professors Dr. Ravinath Alahakoon and Dr. Zahra Abdeen from the Department of Data Analytics.<\/p>\n

Smythe Kuebler, a senior finance major and professional sales minor, was opposed to the integration of AI in the classroom.<\/p>\n

\u201cThey did an outstanding job,\u201d Kuebler said. \u201cThe professor who got me into it was actually the coach of the other team (Abdeen), but it was awesome talking to Dr. Ravi. I really enjoyed his presence.\u201d<\/p>\n

While students received support from professors, Dr. Beni Asllani\u2014department head of data analytics and Rollins professor of AI\u2014said the event was an opportunity for students to become experts.<\/p>\n

\u201cRather than us professors telling them, \u2018This is it, you have to do this,\u2019 students have different perspectives to implement AI efficiently,\u201d Asllani said. \u201cWe need to hear what they think about AI. That\u2019s the best way to approach bringing AI into the classroom.\u201d<\/p>\n

Kuebler, a member of the student-led SMILE Fund investment team, said that his experience researching and learning about AI changed his opinion.<\/p>\n

\u201cI really do believe that AI is going to harm the community aspect of college,\u201d he said. \u201cThe shared experience that you have of struggling with deadlines, due dates and time crunches, and struggling with correct grammar is going to harm the critical thinking aspect\u2014the community-driven success.\u201d<\/p>\n

Initially being agnostic on the use of AI, Kuebler was one of the only students on both sides of the debate who believed AI in classrooms isn\u2019t a positive.<\/p>\n

\u201cI didn\u2019t know what side I wanted to be on,\u201d he said. \u201cI was hoping I\u2019d be on Kestutis\u2019 side because I\u2019m friends with him. I turned out to be on the opposite side and it actually strengthened my argument against AI so much that I\u2019m no longer for AI.\u201d<\/p>\n

Kestutis Dubininkas, a business analytics major and member of the Honors College\u2019s Innovations in Honors program, is in favor of integrating AI in classrooms.<\/p>\n

\u201cI use AI with some homework assignments, obviously in an ethical context,\u201d Dubininkas said. \u201cFor example, if I write out an essay, I\u2019ll use it to review the essay and then just base it on the grading criteria from a rubric. Just say \u2018Grade it like a college professor would\u2019 and it can give me some tips and advice on what needs to change to make it better.\u201d<\/p>\n

As president of UTC\u2019s Data Analytics Club, he has witnessed AI\u2019s impact on the University and its influence on the club, noting that \u201cit works so well with our major and our studies compared to any of the other departments.\u201d<\/p>\n

\u201cAI exploded when I was in high school and then transitioned into college and became way more of a structured thing,\u201d Dubininkas said. \u201cAll I knew at the time was ChatGPT, and then Magisterium AI.<\/p>\n

\u201cPreparing for this event, I had to open my eyes a little bit more and see all the different types of AI.\u201d<\/p>\n

\"Students

Kestutis Dubininkas (left) prepares pro AI arguments with his teammates for the \u201cGreat AI Debate.\u201d<\/p><\/div>\n

Asllani explained that these discussions are part of the innovation process. With every innovation, there is a setback, followed by a subsequent learning process \u201cthat leads to a new paradigm.\u201d<\/p>\n

\u201cIt\u2019s a very relevant topic for them because they wonder themselves, \u2018Am I doing the right thing or not?\u2019\u201d he said. \u201cThere is the contradiction, that part they want to do the homework, get good grades, get to graduation, get the degree, but then in the back of their mind\u2014am I learning it the right way so when I go in the workforce I can be really successful.\u201d<\/p>\n

Asllani teaches the AI for Everyone class with Dr. Nagwan Zahry in the Department of Communication. Before the debate, students from the class presented poster projects on AI concepts and potential applications.<\/p>\n

Chris Posey, a senior majoring in human resources management, watched the debate and was interested in hearing familiar perspectives.<\/p>\n

\u201cI\u2019ve been in the workplace before,\u201d Posey said. \u201cGetting to learn some of these extracurriculars is what\u2019s really going to make the difference. Not your resume, but how you actually perform in the job.\u201d<\/p>\n

Asllani said that for some of the students in the class, the debate was an \u201caha\u201d moment.<\/p>\n

\u201cI had a couple of students talk to me right now,\u201d he said. \u201cThey enjoyed the debate. Some of them were supposed to leave, but they just stayed all the way to the end.\u201d<\/p>\n

He added that this exercise helped students understand the present and future of AI. Students are aware of the issues they may face in the present while understanding that the world will utilize and improve AI in the future.<\/p>\n

\u201cWe as teachers and professors need to be able to explain the future,\u201d said Asllani on the implementation of AI in classrooms. \u201cEducation is forward-looking. It\u2019s not what it is now, but what it\u2019s going to be five, 10 years from now. In the future, organizations are going to be using AI differently in all applications.<\/p>\n

\u201cImagine they\u2019re hiring a student who has not learned about AI because the professor was worried they\u2019re going to cheat, and here\u2019s another student who has learned about AI and is familiar with the tools. They want to hire someone who has experience in that. It\u2019s a paradigm shift with the ups and downs.\u201d<\/p>\n

Learn more<\/h4>\n

Visit UTC<\/a><\/p>\n

Gary W. Rollins College of Business<\/a><\/p>\n

AI for Everyone: New class introduces students to the world of AI<\/a><\/p>\n

How to apply<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Will artificial intelligence create a more efficient future or lead to a wave of unprepared young adults entering the workforce? On Wednesday, Nov. 12, students from the University of Tennessee at Chattanooga\u2019s Gary W. Rollins College of Business debated questions like this while discussing the benefits and drawbacks of AI in university courses.<\/p>\n

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