Educators and researchers warn that AI adoption in higher education threatens far more than academic integrity: it risks hollowing out learning if institutions preserve assessments and pedagogy designed for human‑only workflows. Commentaries in University Business and academic journals argue that universities are deploying AI in administrative and instructional tasks without rethinking assessment design. Experts call for redesigning assessments to prioritize learning demonstration over text production and urge institutional investment in faculty training, rubric redesign, and longitudinal measures of mastery. The debate moves beyond policing misuse toward systemic redesign: AI will change what is worth assessing, and universities must decide whether to adapt or preserve legacy measurement systems that AI can easily circumvent.