
Universities should teach AI fluency. They should also teach when to stop.
A Fox opinion urges universities to make practical AI education more widely available. That is a welcome ambition. New York Tech's AI Week, scheduled for October 26–30, includes a session on failed prompts and their correction. UNESCO's older student framework places human-centred thinking and ethics alongside technical understanding. These are useful starting points, not proof that any particular course improves employment or learning outcomes. Our proposed next step is to assess judgment as deliberately as tool use. Give a student a plausible answer with a broken citation. Give another a useful dataset with unclear permission to reuse it. Ask a third to explain a conclusion without the assistant. The skill worth rewarding is not merely finishing the task; it is recognizing what would make finishing it irresponsible or intellectually empty. This need not make education timid. Safe practice environments can let learners experiment freely while making the consequences of different choices visible. A student who can identify a missing permission, request clarification and resume appropriately has learned something more transferable than a fashionable prompt formula. There is a real cost: designing and marking such exercises requires staff time, and inaccessible software can exclude the very learners a program hopes to reach. Institutions should therefore test affordable, accessible assessments and publish what they measure. We should welcome practical AI teaching while resisting a new credential that certifies confidence rather than competence.







































