Education
Education report calling for ethical AI use contains over 15 fake sources
AI language models like the kind that power ChatGPT, Gemini, and Claude excel at producing exactly this kind of believable fiction because they first and foremost produce plausible outputs, not accurate ones. They always generate a statistical approximation based on patterns absorbed during training. When those patterns don’t align well with reality, the result is confident-sounding misinformation. Even AI models that can search the web for real sources can potentially fabricate citations, choose the wrong ones, or mischaracterize them.
“Errors happen. Made-up citations are a totally different thing where you essentially demolish the trustworthiness of the material,” Josh Lepawsky, the former president of the Memorial University Faculty Association who resigned from the report’s advisory board in January, told CBC, citing a “deeply flawed process.”
The irony runs deep
The presence of potentially AI-generated fake citations becomes especially awkward given that one of the report’s 110 recommendations specifically states the provincial government should “provide learners and educators with essential AI knowledge, including ethics, data privacy, and responsible technology use.”
Sarah Martin, a Memorial political science professor who spent days reviewing the document, discovered multiple fabricated citations. “Around the references I cannot find, I can’t imagine another explanation,” she told CBC. “You’re like, ‘This has to be right, this can’t not be.’ This is a citation in a very important document for educational policy.”
When contacted by CBC, co-chair Karen Goodnough declined an interview request, writing in an email: “We are investigating and checking references, so I cannot respond to this at the moment.”
The Department of Education and Early Childhood Development acknowledged awareness of “a small number of potential errors in citations” in a statement to CBC from spokesperson Lynn Robinson. “We understand that these issues are being addressed, and that the online report will be updated in the coming days to rectify any errors.”
Artificial intelligence has been rapidly changing the K-12 education landscape—from providing opportunities for personalized learning to assisting with nonteaching tasks. As the new school year kicks into gear, how do educators expect to see AI incorporated into their school and classes?
EdWeek reporting shows that not many schools have policies in place to guide AI use just yet, although it’s a top-of-mind issue for educators and policymakers. According to a recent survey of state education technology officials, 40% of respondents said their states had released AI guidance, and supporting professional development on the issue was a top priority.
Additionally, educators remain divided on whether AI should be used in the classroom at all. There is concern among some educators about how AI may affect students’ critical thinking skills, as well as their ability to experiment and learn.
Still, most educators feel as if the use of AI in education is inevitable. In an informal Education Week LinkedIn poll with 700 votes, 87% of respondents said AI will affect the classroom, and 7% said it would not.
Educators shared more details about their opinions on AI’s impact in the comment section. Here are some of their responses, edited lightly for clarity.
Some educators fear AI will have a negative impact
It will be banned within three years once test scores plummet. It can’t be controlled, and 80% will use it to cheat.
It has negatively impacted the general public for sure. I hope it doesn’t enter the schools next.
Totally against it as an educator. If anything, I’m pulling BACK on technology in my classroom this year because it’s becoming more of a hindrance.
Other educators are embracing AI
I’m counting on it [having an impact]. And designing PD about exactly that.
Justin M.
Students are already using it, some to help them study and others to outright cheat. I’ve used it to help with planning and organizing ideas and even for inspiration sometimes. It’s here now and we can’t pretend that it isn’t, but we can show students how to use it in a productive way.
Emily H.
AI will shape classrooms in ways we can’t ignore. The opportunity? Freeing teachers from busywork so they can focus on relationships, creativity, and student growth. The challenge? Keeping humanity, critical thinking, and cultural awareness at the center.
Tricia T.
Redhill School will host its first Redefine Education Conference Oct. 17–19 at its Early Learning Centre in Sandton, bringing together educators, parents, and experts to explore child-centred learning and the role of technology in classrooms.
The event will feature keynote speeches, workshops, and research presentations on artificial intelligence in schools, future skills, arts integration, and learner-led environments. International speaker Heramb Kulkarni will discuss AI and innovation inspired by Finland.
“Our goal is to provide educators with tools and ideas they can apply immediately,” said Joseph Gerassi, executive head of Redhill School.
Workshops will cover neuroplasticity, generative AI, and creating spaces that promote learner agency. Participants will also network with teachers, leaders, and policymakers shaping South Africa’s education future.
Tickets are limited and available online. For more information and speaker profiles, visit the Redhill School website.
Redhill School Email: mroff@redhill.co.za | Phone: 082 390 2765
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