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Core Viewpoint - The article discusses the challenges and implications of AI-generated content detection in academic settings, highlighting the confusion and anxiety among students regarding AI detection rates and the impact on their academic integrity and writing processes [1][2][3]. Group 1: AI Detection in Academic Institutions - Several universities in China have incorporated AI detection rates into their graduation thesis defense processes, establishing strict thresholds for acceptable AI content [2][5]. - Students have reported inconsistencies in AI detection results across different platforms, leading to confusion and frustration as they attempt to lower their AI rates to meet graduation requirements [2][4]. - The introduction of AI detection has led to the emergence of a gray market for services aimed at artificially lowering AI detection rates, with prices varying widely [8][10]. Group 2: Teacher Perspectives and Challenges - Educators are grappling with how to address the integration of AI in student work, with no consensus on what constitutes cheating or appropriate use of AI tools [3][10]. - Some teachers have noted a decline in the quality of student writing, attributing it to the over-reliance on AI tools, which can produce text that lacks depth and coherence [11][12]. - There is a growing concern among educators about the potential for AI to reshape students' thinking habits, leading to a reliance on AI for problem-solving rather than independent thought [12][20]. Group 3: The Future of Education and AI - The article suggests that traditional assessment methods may no longer be effective in the age of AI, prompting calls for educational reform to adapt to new technologies [16][18]. - Educators are exploring alternative assignments that cannot be easily completed by AI, encouraging students to engage more deeply with their work [18][19]. - The ongoing evolution of AI in academic contexts raises questions about academic integrity, authorship, and the definition of plagiarism, necessitating a collaborative exploration between the education and academic communities [20].