Group 1 - The article discusses the transformation of teaching evaluation in universities, particularly in the humanities, where teaching methods are being quantified and standardized, impacting the way courses are delivered [1][7][9] - There is a growing reliance on AI tools for monitoring and evaluating teaching effectiveness, which raises concerns about the loss of qualitative aspects of education that cannot be easily measured [4][10][11] - The article highlights the challenges faced by humanities educators, who feel their teaching styles are misunderstood by evaluators from STEM backgrounds, leading to frustration and a sense of alienation [2][16][19] Group 2 - Several universities have halted undergraduate admissions in sociology and other humanities programs, indicating a broader crisis in the field, with concerns about job security for educators [3][33][39] - The article notes that the pressure to maintain low transfer rates among students is a significant concern for educators, as it directly affects program viability and job stability [38][42] - The perception of humanities as less valuable in the job market is contributing to declining enrollment and funding, leading to a potential reduction in program offerings [47][54][61] Group 3 - The article emphasizes the importance of preserving the qualitative aspects of humanities education, such as critical thinking and humanistic values, which are at risk in a data-driven evaluation environment [4][14][60] - There is a call for a reevaluation of the role of humanities in higher education, suggesting that it can provide essential perspectives and insights in a technology-dominated society [62][63] - The narrative reflects a tension between the need for academic rigor and the desire for creative and independent thought in the humanities, which is increasingly challenged by standardized assessment methods [5][56][61]