As intelligent systems become embedded in everyday learning—offering corrections, rephrasings, summaries, even prompts for reflection—the quality of student work often improves. But in that improvement, something important may be lost: the visible trace of human deliberation. The voice that can say, “I chose this, and here is why.”
In educational contexts, the shift is subtle yet profound. We are no longer confronting the binary of originality versus plagiarism, but the murkier question of attribution. Not who wrote the sentence, but who thought the thought. And when the answer becomes unclear, so too does the meaning of learning.