AI tools have forced universities to confront long‑standing weaknesses in coursework and assessment, prompting calls from academics to redesign what students must demonstrate. Dr Nafisa Baba‑Ahmed argues in a published letter that AI didn’t invent outsourcing of academic work—it industrialized an existing shortcut—and urges institutions to reconsider learning objectives and forms of assessment. At the same time, national reports show student learning outcomes slipping: U.S. math and reading scores have declined after schools shifted from textbooks to screens, and researchers from Brookings and PISA warn that unfettered classroom tech and AI could worsen cognitive outcomes. Campus leaders, assessment offices, and teaching centers are now debating quick policy fixes (plagiarism checks, oral assessments) and longer‑term curriculum redesign to preserve measurable critical thinking.