A survey by Brett DeJager, an assistant professor of psychology and education at University of Wisconsin-Stout, of 303 Wisconsin educators and 132 national school professionals finds that while concerns about AI-enabled cheating are widespread, the more pressing challenge is verifying whether students actually understand material when AI produces polished work. Between 47% and 53% of respondents reported difficulty distinguishing genuine comprehension from AI-assisted output. DeJager recommends schools adopt clearer AI policies and redesign assignments to preserve visible evidence of learning, such as requiring students to explain their reasoning or demonstrate work in real time.
