But as AI becomes easier to use, universities face a difficult question: Is the technology helping students learn, or doing the learning for them?

Concerns are growing over students who rely heavily on AI to produce dissertations and assignments, only to struggle when asked to explain or defend the work they submitted.

The issue is part of a wider debate about the place of AI in higher education, particularly in developing countries such as Rwanda, where universities have invested heavily in improving academic standards.

Yet AI is not being used only to write assignments.

Many students now turn to the technology to revise lessons, break down difficult topics, organize ideas and find information. Lecturers are also experimenting with AI to prepare lessons and develop teaching materials.

Supporters say the technology can save valuable time. Information that once took hours to find and process can now be accessed within seconds through a simple prompt.

They argue that this does not make books, research or traditional learning obsolete. Instead, AI can take care of some time-consuming tasks and give students and teachers more room for discussion, analysis and critical thinking.

These opportunities and concerns were discussed during the fifth conference of the TELLS project at the University of Rwanda.

The six-year project, which is nearing its conclusion, brings together the University of Rwanda, Makerere University in Uganda, Jimma University in Ethiopia and the University of Agder in Norway. Researchers and academics from the four institutions shared experiences on how AI is changing education.

In Rwanda, the Higher Education Council has already introduced guidelines on the use of AI in universities and higher education institutions and is monitoring how they are being implemented.