The collective cure

GenAI is transforming academic writing and raising urgent questions about authorship, originality and student agency. Nowhere are these tensions sharper than in collaborative group project writing where knowledge is co-constructed. If AI shortcuts the hard work of framing problems and negotiating meaning, students risk becoming passive information managers. Yet I argue the opposite is also true: collaboration itself can be a safeguard. Shared authorship and inquiry foster reflection, responsibility and critical engagement. To sustain meaningful learning, we must defend and strengthen such pedagogical models against automatisation.