What happened with Perplexity Comet and Coursera?
A web developer shared a short video on X showing Perplexity AI’s Comet browser solving a Coursera assignment in seconds with the prompt, “Complete the assignment.” The clip appeared to demonstrate 12 questions completed automatically, suggesting the user could claim credit for a course they hadn’t personally worked through.
The course in question was titled “AI Ethics, Responsibility and Creativity.” The juxtaposition—completing an ethics course via AI rather than through personal study—sparked a swift, resounding reaction from the AI company’s leadership and the broader tech community.
Aravind Srinivas’s blunt warning
Perplexity AI’s CEO, Aravind Srinivas, reposted the clip with a concise admonition: “Absolutely don’t do this.” The three-word response quickly went viral, framing the incident as a cautionary tale about the responsible use of AI in education. It underscored a broader debate: where does assistance end and substitution begin when AI can autonomously complete learning tasks?
Why this matters for AI ethics and education
The incident spotlights a core tension in AI ethics: tools designed to augment learning can, in some scenarios, supplant it. When an AI assistant can breeze through a course, evaluators and employers must wrestle with questions about genuine understanding, skill verification, and the value of certificates. For students, this moment forces a reckoning about integrity and personal growth in an era of rapid automation.
Coursera and similar platforms have long touted online education as a democratizing force. The ability of AI tools to automate parts of that learning process raises new challenges: how to verify mastery; how to design assessments that evaluate critical thinking and applied skills; and how to balance productivity with authentic learning experiences.
What does “cheating” look like in an AI-assisted world?
Cheating isn’t simply about copying answers. It can involve outsourcing cognitive effort to machines in ways that erode the learning process, undermine certificate credibility, and distort employers’ assessments of a candidate’s capabilities. The debate thus extends beyond a single tweet: it touches on how educational platforms adapt to AI, how instructors design engaging assessments, and how users demonstrate genuine proficiency.
Industry reactions and public sentiment
commenters offered a spectrum of takes. Some applauded Srinivas for addressing the issue head-on, arguing that clear boundaries are essential as AI tools become more capable. Others joked about the limits of personal achievement in a world where automation can complete coursework, highlighting the irony of celebrating an AI’s “success.”
One observer warned that resumes may start carrying AI-assisted credentials, not necessarily reflecting true talent. The conversation quickly evolved into a broader reflection on how to measure merit when AI can assist, accelerate, or in some cases, fully perform tasks once done by humans.
Moving forward: best practices for learners and platforms
For learners, the takeaway is to use AI as a supportive ally rather than a replacement for study. Active engagement, reflection, and hands-on practice remain essential for true competence. For platforms like Coursera, the challenge will be to design assessments that emphasize applied knowledge, ethics, and critical thinking—areas where AI assistance should complement, not substitute, human effort.
For companies building AI tools, the incident emphasizes the need for responsible use policies, transparent guidelines, and practical safeguards that preserve learning value while maintaining user productivity.
Conclusion
The Perplexity Comet moment has become more than a viral clip; it’s a snapshot of a pivotal moment in AI ethics and education. It serves as a reminder that tools built to assist learning must be wielded responsibly, with integrity as a central pillar. As AI continues to evolve, the conversation about genuine knowledge, skill validation, and ethical use will only grow more important.
