By TheDailyNewsHub
A first-class graduate of Babcock University, Oluwadamilola Soji-Oderinde, has revealed how artificial intelligence tools, including ChatGPT and Google Gemini, helped him understand difficult courses during his undergraduate studies.
Soji-Oderinde, who recently graduated with First Class Honours in Software Engineering, said his four years at Babcock University involved demanding coursework, leadership responsibilities, projects and other activities that required him to manage his time effectively.
In reflecting on his university experience, the graduate said artificial intelligence became one of the tools he relied on when he encountered difficult academic concepts.
He explained that he used platforms such as ChatGPT and Gemini to obtain explanations and better understand topics that he found challenging, rather than simply relying on them to complete his academic work.
His experience highlights the growing use of generative AI among university students as a supplementary learning tool. Students increasingly turn to AI platforms to simplify complex concepts, generate examples, explain technical subjects and provide alternative approaches to problems.
Soji-Oderinde’s academic journey also extended beyond the classroom. During his time at Babcock, he served in several student leadership positions and became President of the Babcock University Computer Club (BUCC), representing more than 3,500 students.
He was also involved in technology initiatives and events at the university, including Babcock Tech Week 2026 and the AI & Babcock Innovation and Ventures Commercialization Summit. At the latter, he served as a registration lead and also participated in a startup pitch.
In a reflection on his final year, Soji-Oderinde said he completed his mini and final project defences, earning an A in his final-year project. He also recorded some of his highest GPAs during his final year.
His use of AI tools comes amid a broader debate over the role of generative artificial intelligence in education. While universities continue to grapple with concerns about academic integrity and AI-assisted cheating, educators and students are also exploring how the technology can support learning.
For students, AI tools can provide explanations on demand and allow difficult subjects to be approached from different perspectives. However, their usefulness depends largely on how they are used, particularly whether students use them to deepen their understanding or simply produce answers without doing the underlying academic work.
Soji-Oderinde’s experience demonstrates how AI can serve as a supplementary learning resource alongside lectures, textbooks, practical work and independent study.
His story also suggests that academic success cannot be attributed to technology alone. His university record includes academic work, leadership, technology projects, student activities and sustained personal development throughout his undergraduate years.
As AI continues to reshape education and the workplace, experiences such as Soji-Oderinde’s are likely to contribute to the conversation about how students can responsibly use tools such as ChatGPT and Gemini while maintaining academic integrity and developing their own skills.