Reframe the problem
Reports of rising AI cheating should not push educators toward treating every fluent sentence as evidence of misconduct. Detection tools can be useful signals, but they are not a reliable substitute for a learning design that shows how a student reached an answer.
Change the evidence students create
Ask for a proposal, a revision log, a short oral defense, and a critique of one generated alternative. These materials make authentic work visible while still allowing students to learn how to use AI responsibly. The aim is not to make help impossible; it is to make judgment observable.
A fair policy has two halves
State what tools are allowed and what disclosure is expected. Then give students examples of acceptable assistance and unacceptable substitution. Ambiguity encourages both accidental violations and arbitrary enforcement.