Kuala Lampur, June 1 -- The breakneck pace at which large language models (LLMs) colonise our higher education system is a major reason many educators struggle to conceptualise their place within teaching and learning. So far, responses have been a mixed bag, perhaps even polarising. On one end, there is a Luddite-like rejection where some educators express a sense of personal offense when detecting some level of LLM use by students. On the other, many are simply throwing their hands in the air before ostensibly AI-generated student output. To be fair, academics are already beaten down by the daily realities of the Higher Education sector's bloated bureaucracy, trend chasing, and, dare I say, feudalistic work environment.

So how should w...