# student-use-ai-data

## Harvard faculty perspectives
79% frequently, sometimes, or occasionally recieve student coursework known or believed to have been produced with AI.

Most believe effect is neutral.

Only 8% for complete permission.

## AI use in US higher education
### [Grammarly 2025 survey](https://www.grammarly.com/blog/company/student-ai-adoption-and-readiness/)
Survey with 2000 students pursuing higher education degrees across the US


Half of students believe that learning how to use AI is the most important skill they’ll gain in college, 62% believe that learning how to use AI responsibly is essential for their future career and success.


Nearly half (46%) worry about getting in trouble for their use of AI, while 10% actually have.


Another 22% indicated that their classmates view using AI for school as smart and efficient.

Helping to brainstorm ideas (49%), checking grammar and spelling (42%) and understanding difficult concepts from classes (41%) are the top three ways students are already putting AI to use.

On top of that, 29% turn to AI for anything they’re embarrassed to ask someone in person or even for life advice (25%).

### [Inside Higher Ed 2025 survey](https://www.insidehighered.com/news/students/academics/2025/08/29/survey-college-students-views-ai)
Survey with 1,047 students from 166 two- and four-year institutions

The majority of students, some 85%, indicate they’ve used generative AI for coursework in the last year.


Fewer students report using generative AI to complete assignments for them (25%) or write full essays (19%). But elsewhere in the survey, students who report using AI to write essays are somewhat more likely than those using it to study to say AI has negatively impacted their critical thinking (12% versus 6%, respectively).

More than half of students (55%) who have used AI for coursework in the last year say it’s had mixed effects on their learning and critical thinking skills.


It helps sometimes but can also make them think less deeply. Another 27% say that the effects have actually been positive. Fewer, 7%, estimate that the net effect has been negative, and they’re concerned about overreliance. Men—who also report using generative AI for things like brainstorming ideas and completing assignments at higher rates than their women and nonbinary peers—are also more likely to indicate that the net effect has been positive: More than a third of men say generative AI is improving their thinking, compared to closer to one in five women.

The top reason students say some of their peers use generative AI in ways that violate academic integrity policies is pressure to get good grades (37% over all).
Few students—just 6% overall—blame unclear policies or expectations from professors about what constitutes cheating with AI.

97% believe that institutions should respond to academic integrity threats in the age of generative AI.


Yet approaches such as AI-detection software (21%) and limiting technology use in classrooms (18%) are relatively unpopular options. Instead, more students want education on ethical AI use (53%) and—somewhat contradicting the prior set of responses about what’s driving cheating—clearer, standardized policies on when and how AI tools can be used.

The slight plurality of students (29%) is somewhat positive about faculty use of AI for creating assignments and other tasks, as long as it’s used thoughtfully and transparently. Another 14% are very positive about faculty use of AI.


But 39% of students feel somewhat or very negatively about it, raising concerns about quality and overreliance—the same concerns faculty members and administrators tend to have about student use.

When thinking about their futures, students say they want their institutions to offer training on how to use AI tools professionally and ethically, and to provide clearer guidance on ethical versus misuse of AI tools.
Adult students—many of whom are already working—are most likely to say that institutions should offer training on how to use AI tools professionally and ethically, at 57 percent.

On the whole, generative AI isn’t devaluing college for students, but the technology is influencing how they think about it.


### [Wiley 2024 Survey](https://res6.info.wiley.com/res/tracking/879dd3157432876ca823908ff027c56f7794d077fab7aff23b8c278b8305baee.pdf)
2917 survey responses, consisting of 850 instructors and 2,067 students in the US and Canada

The percentage of students who have used AI for classwork is quite different from other surveys (with other surveys reporting about 85% rather than 45%)-- this may be due to the fact that the survey was conducted in March 2024. Nonetheless, the comparison with instructors provides useful context:

There seem to be far more students who use AI than instructors who do, and instructors seem to be slightly more negative about the use of AI in the classroom.

Both students and instructors believe that AI can be helpful if used correctly. One reason that appears in students' explanations for their positive attitudes toward AI, but not in instructors', is the belief that learning to use AI is an essential skill for them to acquire.


The survey also provides some information on attitudes toward the impact of AI on cheating. Students are slightly more optimistic than instructors about the impact of AI on cheating in the next 3 years.


Instructors, however, report that they are already seeing a rise in the level of cheating compared to the previous year.


Instructors' coping strategies generally seem well-aligned with the advice that the Bok Center has been providing to Harvard faculty.


### [Teen and Young Adult Perspectives on Generative AI](https://www.gse.harvard.edu/ideas/usable-knowledge/24/09/students-are-using-ai-already-heres-what-they-think-adults-should-know)

1,274 U.S.-based teens and young adults ages 14-22.

A separate survey of 1,545 U.S.-based teens (ages 13-17), with an oversampling for Black and LGBTQ+ young people.

Half of teens surveyed have used generative AI, but few (4%) use it frequently.

Most common uses are for getting information (53%) and brainstorming (51%).

AI can help with homework and creative assignments, not just cheating.

Students bring their questions to generative AI, for better or worse.

Many students are worried about AI used for bullying and disinformation.

## AI use in higher education (global)
### [A Meta Summary of Recent Surveys of Students and Faculty](https://sites.campbell.edu/academictechnology/2025/03/06/ai-in-higher-education-a-summary-of-recent-surveys-of-students-and-faculty/)

This report summarizes the findings of recent surveys in 2024 and 2025 that explored AI usage, AI competencies, and attitudes toward AI among students and faculty in higher education settings.

Students appear to be more readily embracing AI tools, while faculty are more cautious in their adoption and integration of AI. Both students and faculty recognize the need for greater AI literacy and skills development, suggesting a shared responsibility for institutions to provide adequate support and training.

Below is a matrix summary of key survey findings:

### [Digital Education Council 2024 Student Survey](https://www.digitaleducationcouncil.com/post/digital-education-council-global-ai-student-survey-2024)
3839 responses across 16 countries, from bachelor, masters, and doctorate students

We find similar percentages of AI use with the Grammarly and IHE surveys:

As mentioned in the IHE survey, this survey also finds that students would like to university to offer more training on AI.

### [Digital Education Council 2025 Faculty Survey](https://www.digitaleducationcouncil.com/post/what-faculty-want-key-results-from-the-global-ai-faculty-survey-2025)

1,681 faculty members at 52 higher education institutions from 28 countries responded.

83% of faculty members expressing concern about students' ability to critically evaluate AI-generated outputs

40% of faculty feel that they are just beginning their AI literacy journey.
17% are at advanced or expert level.
80% of faculty feel there is a lack of clarity on how AI can be applied in teaching within their institutions.

Faculty with higher AI proficiency perceive greater transformative change that AI will bring to their role as instructors and to student assessment, but see AI as less of a threat to their jobs than faculty with lower AI proficiency.

64% of global faculty believe that AI will bring significant transformative change to the roles of instructors.

86% of faculty see themselves using AI in teaching in the future. Yet, sentiment remains divided, with 65% viewing AI as an opportunity and 35% perceiving it as a challenge. Faculty in the USA and Canada are more likely to see AI as a challenge.

When considering AI’s broader impact on higher education, sentiment remains divided – while 57% view it positively, 13% perceive it negatively, and 30% remain neutral, indicating uncertainty among faculty.

### [Chegg Global Student Survey 2025](https://investor.chegg.com/Press-Releases/press-release-details/2025/Chegg-Global-Student-Survey-2025-80-of-Undergraduates-Worldwide-Have-Used-GenAI-to-Support-their-Studies--But-Accuracy-a-Top-Concern/default.aspx)

11,706 undergraduate students aged 18-21 years across 15 countries

29% turn to GenAI tools first when stuck on a concept or assignment – more than free online resources (24%), friends/peers (15%), or course materials (14%).

Of 80% of students worldwide who have used GenAI to support their university studies, 53% were concerned about “receiving incorrect or inaccurate information” when using GenAI tools that are not built specifically for education.

50% of students would like GenAI tools specifically designed for education purposes.

GenAI appears to be increasingly benefitting learning. According to the survey, among students who have used GenAI to support their studies, 56% primarily use it to understand concepts or subjects, driven by motivations such as faster learning (55%, up from 53% in 2023) and personalized learning (35%). Half (50%) reported improved understanding of complex concepts, a notable increase from 44% in 2023. Additionally, 49% said their ability to complete assignments has improved (up from 44% in 2023), while 41% felt better equipped to organize their workload (up from 40% in 2023). Reflecting this impact, 69% of all students agreed that their college or university should provide GenAI tools to support their studies.

The survey also shows that financial health is becoming a greater concern among students. Most surveyed students (70%) agreed that they would rather their university offered the choice of more online learning if it meant paying lower tuition fees (up from 66% in 2023). Similarly, 69% would prefer their university degree take a shorter time to complete if it were cheaper (up from 67% in 2023).

The survey revealed alarming numbers of students worldwide are experiencing mental health difficulties. Just 58% rated their mental wellbeing in the current term as ‘excellent’ or ‘good,’ reflecting ongoing concerns about emotional health. More than half (55%) experienced not getting enough sleep, while 44% said they had experienced daily feelings of anxiety, and more than two in five of students (43%) experienced academic burnout.

### [Higher Education Policy Institute 2025 Survey](https://www.hepi.ac.uk/wp-content/uploads/2025/02/HEPI-Kortext-Student-Generative-AI-Survey-2025.pdf)
Survey of 1,041 full-time undergraduate students based in the UK

We find similar percentages of AI use as the other surveys: almost all students (92%) now use AI in some form, up from 66% in 2024, and some 88% have used GenAI for assessments, up from 53% in 2024.

Questions on students' reasons for AI use and disuse provide useful additional context.


Many students (51%) use AI to save time. Similar numbers use AI to improve the quality of their work (50%), particularly younger students. When men use AI, it tends to be more to improve their AI skills (36% for men vs. 22% for women) or to help them learn more (24% vs. 17%). Women are more likely to use AI to access support outside of traditional study hours.

Part of the difference is explained by the differences in course choices between men and women: men are more likely to study STEM subjects like computing, where AI may play a greater role. As Figure 7 shows, Health and Science, Technology, Engineering and Mathematics (STEM) are the subject areas students feel AI
performs best in. Those taking subjects with a less quantitative focus, particularly Arts and Humanities, are much more sceptical that AI can perform well.


The factors pushing students away from using AI – each chosen by more than half of students – are the risks of being accused of cheating (53%) and getting false results or ‘hallucinations’, made-up facts, statistics and citations (51%).