The crux is to introduce a more fancy mechanism only if you can prove it’s required. Otherwise you’re overengineering the solution. For instance, using a mediator pattern or event based communication between modules raises complexity and makes it harder to reason about the code. And despite the popular claim, these techniques don’t remove coupling - they just make it less explicit.
We don’t expect every user on the internet to have expert lawyers ready to defend them against copyright trolls. However, you are within your rights to push back.
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The immediate dilemma: what does it mean for English instruction that all pupils now have access to free online chatbots that can produce fluid, fairly complex prose on demand? This question sits atop a teetering pile of timeless pedagogical quandaries: What are we actually trying to do in school? How should we go about doing it? How do we know if we’ve succeeded? I was a newcomer, negotiating all of this for the first time. Throwing AI into the mix felt like downing a coffee in the middle of a panic attack.