Pokhara University has introduced a new Academic Writing course (PRC 114) for fourth-semester Bachelor of Business Administration (BBA) students, set to commence in 2026 and expected to serve approximately 2,182 students. The 16-hour course aims to develop critical reading and fundamental writing skills, including composing reflection notes, outlining paragraphs, and formulating thesis statements for essays.
The course utilizes "Patterns for College Writing: A Rhetorical Reader and Guide" by Kirszner and Mandell, a textbook already in use at Tribhuvan University. Among its materials is an essay by Brent Staples addressing the consequences of plagiarism and cheating in higher education. Drawing on his experience teaching a similar course at a Pokhara University-affiliated college in Kathmandu, the instructor observed a growing reliance on artificial intelligence (AI) tools among students, rather than original creative writing.
In one instance, the instructor assigned essay writing tasks that required approximately seven hours of work but received only 46 submissions out of 74 students. Of those submitted, 32 were identified as partially or fully AI-generated, with usage ratios ranging from about 30% to 100%. This trend has complicated the evaluation process and raised ethical challenges for educators.
Prior to the widespread availability of generative AI, educators primarily concentrated on detecting plagiarism as a measure of academic integrity. The advent of AI has disrupted this dynamic, presenting a new challenge for teachers faced with distinguishing authentic student work from AI-assisted content. The dilemma raises broader questions about the evolving role of educators in an era of rapid technological change.
Pokhara University’s Dean, Prof. Dr. Gyaneshwor Sharma, acknowledged that the institution currently lacks formal guidelines for evaluating practicum work or regulating AI use in academic assignments. He emphasized the importance of maintaining academic integrity, fairness, originality, and creativity despite technological integration and noted the difficulties teachers face in balancing these responsibilities.
Some educators express concern that persistent AI dependence could undermine their roles, prompting existential questions about their value in student learning. Rabindra Ghimire, Director of the Curriculum Department at Pokhara University, argued that effective educators must adapt by embracing roles beyond traditional lecturing, acting as coaches who facilitate mass engagement and critical thinking. He advocates for incorporating supplementary assessments such as oral examinations (VIVA) and presentations alongside written assignments to better gauge understanding and originality.
On a policy level, the forthcoming National Artificial Intelligence Policy 2025 aims to provide a framework for accountability, ethical AI integration, and data protection within Nepal’s educational institutions. Aligned with UNESCO’s guidelines for ethical AI use, the policy promotes AI literacy starting at the basic education level and supports the development of AI-skilled professionals through higher education. If effectively implemented, these measures could shape the responsible adoption of AI tools while preserving critical and creative thinking skills in academic contexts.