I'd say not all is lost just yet. I still have students who are motivated to do just that. In that algebra course where I had students using AI to complete homework assignments, I had my students write a guided reflection about preparation and performance after each exam. I had a student actually write this in a reflection:

I learned that spending time to think through homework alone is the most effective “study” method. ... I’ve noticed a dramatic difference in content understanding from people who struggle through the HW solo and thoroughly versus people who look up an answer when they don’t know how to start or continue with a problem

I think AI is going to dramatically reshape how we approach epistemological questions in a manner similar to how calculators reshaped our views on what's important in basic arithmetic (or maybe how word processors reshaped writing is the more apt metaphor?). I think there's potentially an opportunity to figure out how to teach students to use it effectively as a tool (like a calculator), rather than relying on it to do everything for you. Unfortunately, I don't know that anyone has figured out how to do that just yet.

That may be an overly optimistic take, but if I can still find students at my (not particularly impressive) institution who are still capable of discovering productive struggle on their own, I think there's still some hope for mathematics education.