Moffat Mungazi
Dr Evans Sagomba
Everything AI
THIS week’s article is in response to enquiries that I have received from several universities in Zimbabwe on my opinion on Grammarly and Turnitin.
In Zimbabwe, education is a cornerstone of national pride and AI poses opportunities and challenges.
It demands urgent reflection on how we teach, assess, and ultimately equip our students for a future dominated by digital tools.
At the heart of this debate is a growing reliance on AI technologies to address issues of academic integrity, efficiency, and pedagogy.
Yet, the concerns raised by recent innovations, such as AI-driven “process tracking” tools, force us to confront the question: at what cost?
What is process tracking, and why does it matter?
Process tracking, as introduced by companies like Grammarly and Turnitin, is a technology designed to record a writer’s keystrokes, track time spent on assignments, and log every action from copying and pasting to final submissions.
On paper, it promises transparency and accountability in student writing.
However, it reveals a deeper problem that Zimbabwe cannot ignore: the over-reliance on surveillance to address human challenges.
As the article rightly points out, AI is already part of our everyday reality.
Its pervasive influence is seen across social media, advertising, and even in art.
In the educational sector, particularly for students, generative AI tools that produce essays, summaries, and polished drafts in seconds have become both a crutch and a challenge.
Instead of asking how to integrate these tools responsibly, the global trend leans toward punitive measures, like process tracking.
This, however, is a short-sighted solution.
What is worse, even with these tools, the results are far from foolproof.
Some systems wrongly label human-written work as AI-generated, undermining trust in the very technology educators are asked to embrace.
Others fail to prevent simple workarounds, such as typing AI-generated content into a blank document.
If technology designed to ensure integrity is so easily bypassed, is it the solution Zimbabwe’s education system should pursue?
The ethical conundrum
Zimbabwe’s education model, celebrated for its rigorous standards, must pause to consider the ethical implications of AI in classrooms.
Surveillance-based tools like process tracking may seem appealing for combating dishonest practices, but they come at the expense of student privacy.
Should we, as a society, normalise monitoring every keystroke of our learners?
The slippery slope does not stop there.
The article warns that if such measures are introduced for students, it’s only a matter of time before similar demands are placed on educators.
Imagine lecturers in our universities forced to undergo similar tracking to ensure they are not over-relying on AI to grade or provide feedback. T
his shift could lead to a chilling effect, suppressing academic freedom and creativity.
Zimbabwe prides itself on fostering critical thinking and innovation.
Yet, by adopting technologies that prioritise policing over teaching, we risk creating an environment of fear rather than growth.
Redefining education
The challenges AI poses in education are not just about academic misconduct.
They are about the very essence of learning and assessment.
Traditional methods of evaluating knowledge, such as essays and timed examinations, are increasingly out of sync with a world where AI can churn out coherent responses in seconds.
The reality is, that we cannot detect or ban AI out of existence—it is here to stay.
Instead, Zimbabwe must lead by example in rethinking assessment models.
What does authentic learning look like in an AI-driven world?
How can we value the process of writing — the drafts, the brainstorming, the human imperfections — over the final polished product?
The answer lies in integrating AI thoughtfully into our education systems.
Assignments should encourage students to use AI as a tool for learning, not as a shortcut.
For instance, educators could ask students to compare AI-generated content with their writing, fostering critical analysis.
Similarly, group projects could emphasise creativity and collaboration, areas where AI falls short.
A call for ethical and meaningful engagement
Zimbabwe stands at a crossroads.
As educators and policymakers, we must resist the temptation of technological quick fixes.
Tools like process tracking may provide immediate relief to concerns about cheating, but they fail to address the root problem: how we adapt our education systems to a rapidly changing world.
What we need instead is purposeful engagement with students.
Why do they write?
How can we inspire them to see value in their unique voices?
These questions demand time, effort, and a shift away from outdated practices.
Faculty burnout is a real concern, not just in Zimbabwe but worldwide.
However, the solution is not to replace human effort with surveillance technology but to rethink the purpose of education itself.
Let us invest in training our teachers to use AI responsibly.
Let us foster open discussions about the ethical dimensions of this technology.
Most importantly, let us safeguard the trust and freedom that are the bedrock of any thriving academic community.
Final thoughts
Zimbabwe has long been a beacon of resilience and innovation. Our education system, despite its challenges, remains one of our greatest achievements.
We have an opportunity to lead the global conversation on AI in education by emphasising ethics, collaboration, and creativity.
Let us not sacrifice the privacy of our students or the freedom of our educators for the illusion of control.
Instead, let us embrace the messy, imperfect, and inherently human process of learning.
In doing so, we will not only prepare our students for the AI-driven future but also preserve the values that make Zimbabwean education a model for the world.
If you have specific areas that you need to be addressed in the area of Artificial intelligence (AI), contact the editors or email the author directly and the issue will be addressed in the following week’s column.
Dr Evans Sagomba is a Doctor of Philosophy in Philosophy and, a Chartered Marketer (CMktr, FCIM) with an MPhil and PhD. He specialises in AI, Ethics, and Policy Research, and is an AI Governance and Policy Consultant. His expertise extends to Ethics of War and Peace and Political Philosophy. Contact: [email protected]. ORCID: 0009-0007-0681-0329. /Social media handles; /LinkedIn; @Dr Evans Sagomba (MSc Marketing) (FCIM)(MPhil) (PhD) /X: @esagomba.
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