Research reveals 95% of students are savvy about AI, but most are in the dark about what’s allowed. Is higher education ready?
Students are using AI tools like ChatGPT for their work and say they’ll need them for their future jobs, but many are still hazy on the ethical guidelines, research shows.
, out in the journal Frontiers in Artificial Intelligence, explores students’ familiarity with AI, how they use it, and the challenges they face.
The findings by 明星八卦 University of London and Bangor University paint a picture of a generation caught between enthusiasm and uncertainty.
"Students are hungry to learn about AI," said Dr Pauldy Otermans, Reader in Psychology. "There’s a strong desire among students to learn more about AI technologies. There’s also significant interest in help with how to use these tools in their coursework, driven by the belief that such skills will be sought after by future employers. However, most students were not familiar with their university’s published AI policies.”
Until now, research has revealed how educators and parents view the impact of AI, which has been generally positive. However, there has been very little research about students and what they think.
The study of more than 450 psychology and sports science students at both universities revealed that 94.9% were familiar with AI tools, with ChatGPT leading in popularity. Nearly two-thirds (60.9%) had used these tools, primarily to summarise texts, improve writing, and break down complex concepts. Only 2.6% had never heard of AI tools, while 2.4% were unsure.
Saving time and being more productive stood out as strong reasons students use AI. And in many ways AI has become the ultimate personal tutor available 24/7. As one said: “if you email a lecturer, it might take like a day or two for them to respond but if you need… an immediate answer… AI can help you with that.”
Yet, this digital catalyst comes with risks. Students said they worried about accidentally plagiarising or relying too much on these technologies, in a way that harms their learning. Another participant even compared it to addiction, saying “it can be very easy to get addicted to as soon as you start.”
Accuracy and privacy were among other concerns.
While universities publish AI policies outlining allowed use, fewer than 20% of students knew their institution had an AI policy, and half of those who had read the policy felt it was clear.
"It's like giving students a powerful new tool without instructions,” said Dr Stephanie Baines, Senior Lecturer in Psychology. “It's crucial that we provide clear guidelines and support to help them navigate these challenges responsibly."
The study also highlights AI’s potential to democratise education. For students struggling with certain subjects or possibly studying in a second language, AI tools can help level the playing field, offering personalised support and explanations. “We must ensure that all students understand the opportunities these emerging tools offer so that no-one is left behind,” said Dr Beverley Pickard-Jones, Lecturer in Psychology at Bangor University.
And as AI evolves continuously, researchers stress universities must stay ahead regularly updating policies and offering ongoing training for students and staff.
"Our students want to embrace AI, but they need clear direction. This isn't just about using a new tool – it's about preparing them for a fundamentally changed professional world," said Dr Otermans.