I don't think this is necessarily wrong, but over the years I have seen many high achieving senior students writing about or being interviewed about topics where they are less representing the community they are a member of, but the opinions that supports those who give them praise, support, and opportunities.
I don't think it should reflect poorly on a student that does that, but I also don't think you can draw significant conclusions from their stated opinions. Most people like this have not yet found their own voice, what you hear is often the voice that they think they are supposed to have. For many, tertiary education is as much about finding that voice as it is studying specific fields
Measuring what is best for students is an incredibly complex task, not least because 'best' can mean different things to different people, and often the wellbeing of the student is not considered high enough. There is science here, but given the importance of the field, way less than there should be. Changing education for the better is extremely difficult when the science conflicts with public opinion. There are forces at play that know that their only path to success is through swaying public opinion because the science is against them. The science of education can be laborious, slow, and full of difficult to express nuance. It is also the only sure process by which we can find out what actually works.
So by all means follow the argument that it makes, but don't mistake the source as being representative. The author expresses their love for debating and development. I imagine that they would respect the sentiment that the work should stand on what was said, rather than who said it.
[as a final thought]
It would actually be an interesting research project to find articles like this written on contentious issues over the years and locating the writers to get their opinions on them with the benefit of hindsight.