Artificial Intelligence, University Education, and the End of the Biological Brain: An Examination of a Singularity
Ayouba LAWANI
Dr. Ayouba LAWANI, Faculté des Lettres, des Arts et des Sciences Humaines, Université de Parakou, Borgou, Bénin.
Manuscript received on 16 October 2024 | First Revised Manuscript received on 30 August 2026 | Second Revised Manuscript received on 09 September 2026 | Accepted on 15 September 2026 | Manuscript published on 30 September 2026 | PP: 12-19 | Volume-15 Issue-3, September 2026 | Retrieval Number: 100.1/ijrte.D817213041124 | DOI: 10.35940/ijrte.D8172.13041124
Open Access | Editorial and Publishing Policies | Cite | Zenodo | OJS | Indexing and Abstracting
© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open-access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: This article critically examines the sustainability and limits of Artificial Intelligence (AI) in higher education, as well as ways to preserve students’ intellectual integrity and cognitive diversity. It explores the possibility of transitioning to education systems based on advanced technologies. It highlights the inevitable risks of relentlessly pursuing new frontiers in higher education, including loss of creativity and increasing dependence on AI for knowledge transmission and skill development. This could potentially diminish the importance of human capacity for critical thinking, analysis, and problem-solving. The research method includes a literature review and qualitative approaches such as case studies, semi-structured interviews, and scenariobased simulations. The notion of integrating AI into higher education to enhance human intelligence warrants close examination. These identified risks caution against its adoption as a tool for enhancing skills in university education. It is wiser to conduct research now to anticipate, clarify, and ideally prevent the speculative risks that introducing this intelligence into higher education may pose. Simple solutions, coupled with flexible and rational strategies to address these risks, should help ensure that AI’s technological singularity does not mark the end of biological evolution.
Keywords: Artificial Intelligence, Higher Education, end of Biological Brain, Creativity, Risks.
Scope of the Article: Computer Science and Engineering