In the past two years, I have taught a social science common curriculum course for four semesters in a hybrid setup, managing large cohorts of 1,000 students per semester and smaller tutorial groups (with a total of 360 students overall). This hybrid model reflects a key aspect of the digital society: the transformation of education through digital platforms. However, this shift has introduced new forms of distrust, as educators question whether students are fully engaged. Are they truly watching lectures or simply letting them play in the background? At the same time, students are increasingly reliant on AI tools like ChatGPT, which has created a moral panic among both students and educators. Students turn to ChatGPT for support, fearing they cannot meet academic expectations without it, or feeling disadvantaged when their peers use it and receive higher marks. Educators, meanwhile, worry about how AI reliance may erode critical thinking, writing/communication skills, and academic integrity in this rapidly evolving digital landscape.
Drawing from ethnographic observations of classroom interactions, team meetings with teaching assistants, and student evaluations, I explore how trust plays a central role in navigating these challenges within the digital society. Engaging with tutorial sessions and closely observing their learning processes, I found that fostering and maintaining trust between educators and students is key to integrating AI effectively. In tutorials, I ask challenging, thought-provoking questions to encourage deeper engagement with the material, moving beyond simple AI reliance.
I argue that, just as previous generations adapted to Google’s introduction into education, we can overcome this crisis of trust in the digital society. Educators must guide students to use AI ethically and critically, ensuring they develop the analytical and technical skills necessary for the future.
