an umbrella for all the prerequisite knowledge required to have an expert-level critical perspective, such as to tell apart nonsense hype from true theoretical computer scientific claims (see our project website). For example, the idea that human-like systems are a sensible or possible goal is the result of circular reasoning and anthropomorphism. Such kinds of realisations are possible only when one is educated on the principles behind AI that stem from the intersection of computer and cognitive science, but cannot be learned if interference from the technology industry is unimpeded. Unarguably, rejection of this nonsense is also possible through other means, but in our context our AI students and colleagues are often already ensnared by uncritical computationalist ideology. We have the expertise to fix that, but not always the institutional support.

Under the banner of progress, products have been uncritically adopted or even imposed on users — in past centuries with tobacco and combustion engines, and in the 21st with social media. For these collective blunders, we now regret our involvement or apathy as scientists, and society struggles to put the genie back in the bottle. Currently, we are similarly entangled with artificial intelligence (AI) technology. For example, software updates are rolled out seamlessly and non-consensually, Microsoft Office is bundled with chatbots, and we, our students, and our employers have had no say, as it is not considered a valid position to reject AI technologies in our teaching and research. This is why in June 2025, we co-authored an Open Letter calling on our employers to reverse and rethink their stance on uncritically adopting AI technologies. In this position piece, we expound on why universities must take their role seriously to a) counter the technology industry's marketing, hype, and harm; and to b) safeguard higher education, critical thinking, expertise, academic freedom, and scientific integrity. We include pointers to relevant work to further inform our colleagues.