I think it's a question that warrants further discussion.

The idea that questions should be restricted to the discussion of Wolfram products, if it means excluding questions where the balance of the question is mathematics, science or education and not strictly the Wolfram language, is not the best policy. The application of WL to such endeavors seems to be its main usage. And it can provide entirely new approaches. It's not possible to draw a boundary line.

Who cares if some student is getting a homework problem done for him? Are we going to send the morals police to spray his laptop with green paint? Maybe he's totally flummoxed because he hasn't had sufficient exposure to Mathematica. Is this not often the case? It's a good opportunity to teach Mathematica, better technique, extended features and style. If he just copies it into a notebook will the instructor mistake it for the student's work? Most students might actually learn from it. They're stuck and asking for help. If the student is an outright cheat and doesn't learn anything - well that's his problem.

Education would be much better if students were assessed through essay questions where they not only produced a result but also used presentations and textual explanations - all produced with Wolfram products of course.