Category: GenAI News

90% Of College Students Use AI: Higher Ed Needs AI Fluency Support Now

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A large, ornate lecture hall is filled with numerous college students, each intensely focused on their glowing laptop screens displaying various AI interfaces. At the front, a professor addresses the class. A prominent holographic banner above the students reads '90% OF COLLEGE STUDENTS USE AI' with an upward-trending bar graph. The scene highlights the widespread use of AI in higher education. Generated by Nano Banana.
With a staggering 90% of college students now integrating AI tools into their academic lives, the demand for robust AI fluency support in higher education has never been more critical. This image underscores the widespread adoption of AI by students, signalling an urgent need for institutions to adapt their curricula and resources to equip learners for an AI-driven future. Image generated by Nano Banana.

Source

Forbes

Summary

AI is now deeply embedded in student life: roughly 90 % of college students report using AI tools, and the evidence suggests institutions are lagging in supporting this shift. Many students use AI for learning support—brainstorming, drafting, reviewing—but worry about its limitations, risks, and policy clarity. Educators argue that AI fluency should be integrated into curricula so students can use it responsibly, distinguish strong from weak output, and avoid over-reliance. The piece calls for higher education to embed AI ethics and practical AI skills to prepare students for a changing work environment.

Key Points

  • About 90 % of college students now use AI tools in their academic work.
  • Students use AI for brainstorming, feedback, editing, drafting—not necessarily to cheat—but feel under-prepared in distinguishing good versus bad AI output.
  • There is a gap between student usage and institutional support; many students believe their universities aren’t keeping pace.
  • AI fluency (understanding how AI works, its limitations, ethical issues) is increasingly seen as a necessary component of modern education.
  • Clear policy, guidance, and curricular integration are needed to ensure AI is a help, not a crutch.

Keywords

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URL

https://www.forbes.com/sites/avivalegatt/2025/09/18/90-of-college-students-use-ai-higher-ed-needs-ai-fluency-support-now/

Summary generated by ChatGPT 5

GenAI News

Students are using AI tools instead of building foundational skills – but resistance is growing

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In a dimly lit library, a focused male student interacts with a glowing holographic display from his laptop, showing complex data. A red, crackling energy line extends from the display towards his hands. On the desk, an open notebook beneath it is titled 'FOUNDATIONAL SKILLS: UNDERSTANDING' with handwritten equations. Other students are visible in the background, implying a widespread trend. The scene contrasts AI tool usage with fundamental learning. Generated by Nano Banana.
The convenience of AI tools poses a growing dilemma for students: relying on them for quick answers versus engaging in the hard work of building foundational knowledge. While the allure of efficiency is strong, a movement towards prioritising true understanding and essential skills is gaining momentum. Image generated by Nano Banana.

Source

ZDNet

Summary

The rapid uptake of AI in education is fuelling concerns that students are outsourcing critical thinking and failing to build long-term skills. While AI helps with grading, planning, and coding, academics worry about “hollow” assignments that lack depth and originality. Some professors highlight students’ inability to explain code produced with AI, exposing gaps in understanding. In response, a coalition of technology faculty issued an open letter urging universities to resist uncritical adoption, warning of dependence, loss of expertise, and damage to academic freedom. Advocates argue AI should supplement—not replace—foundational skills, with careful vetting and practical use.

Key Points

  • AI is heavily used in classrooms, but risks undermining deep learning and original thought.
  • Examples show students submitting near-identical AI essays or failing to explain AI-written code.
  • Professors call for limits and redesigns to safeguard academic freedom and integrity.
  • Concerns include declining quality of computer science education and over-reliance on prompting tools.
  • Best practice is to adopt AI deliberately, ensuring it serves genuine educational purposes.

Keywords

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URL

https://www.zdnet.com/article/students-are-using-ai-tools-instead-of-building-foundational-skills-but-resistance-is-growing/

Summary generated by ChatGPT 5

GenAI News

AI teaching tools not a panacea, but can be a force multiplier

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In a modern conference room with a city skyline view, two groups of students and a central female and male instructor are divided by a glowing, split-color light. On the left (red side), the text 'AI: NOT A PANECA' is displayed with error icons. On the right (blue side), 'AI: FORCE MULTIPLIFER' is displayed with growth and brain icons. Light streams intensely between the instructors, symbolizing AI's dual nature. The scene conveys a balanced perspective on AI's role in education. Generated by Nano Banana.
While AI teaching tools are certainly not a ‘panacea’ for all educational challenges, they possess immense potential as a ‘force multiplier,’ significantly enhancing learning experiences. This image visually contrasts AI’s limitations with its power to augment human capabilities, underscoring a nuanced approach to its integration in the classroom. Image (and typos) generated by Nano Banana.

Source

The New Indian Express

Summary

The author argues that while AI teaching tools are gaining attention, their value shows only when paired with thoughtful pedagogy, not when used in isolation. Meta-analyses and classroom studies suggest AI tools (adaptive quizzes, personalised feedback) can enhance student performance and time management—but only in learning environments where human feedback, active engagement, and scaffolding remain central. AI should assist, not replace, the relational, ethical, and mentoring roles of teachers. Without integrating AI into active learning, its benefits are diluted; it risks becoming mere decoration.

Key Points

  • AI tools deliver gains when embedded into active, interactive teaching—not used as standalone replacements.
  • Meta-studies show stronger outcomes when technology is personalised and integrated rather than simply overlaid.
  • Students report improved time management and performance when AI offers real-time feedback and adaptive quizzing.
  • Pedagogical design (feedback loops, scaffolding, mentor oversight) remains essential; AI alone doesn’t do that work.
  • AI cannot replicate human qualities such as creativity, ethics, judgement, and emotional understanding.

Keywords

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URL

https://www.newindianexpress.com/opinions/2025/Sep/18/ai-teaching-tools-not-a-panacea-but-can-be-a-force-multiplier

Summary generated by ChatGPT 5

GenAI News

Are students really that keen on generative AI?

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In a collaborative workspace, a male student holds up a tablet displaying generative AI concepts, including a robotic arm, while a question mark hovers above. Another male student gestures enthusiastically, while two female students at laptops show skeptical or thoughtful expressions. A whiteboard covered with notes and diagrams is in the background. The scene depicts students with mixed reactions to generative AI. Generated by Nano Banana.
As generative AI tools become more prevalent, the student response is far from monolithic. This image captures the varied reactions—from eager adoption to thoughtful skepticism—as students grapple with the benefits and implications of integrating these powerful technologies into their academic and creative processes. Are they truly keen, or cautiously optimistic? Image generated by Nano Banana.

Source

Wonkhe

Summary

A YouGov survey of 1,027 students shows strong disapproval of using generative AI for assessed work: 93% say creating work using AI is unacceptable, 82% extend that to using parts of it. While many students have used AI study tools (summarising, finding sources, etc.), nearly half report encountering false or “hallucinated” content from those tools. Most believe their university’s stance on AI is too lenient rather than overly strict, and many expect that academic staff could detect misuse. There are benefits reported—some students think their grades and learning outcomes improved—but overall confidence in AI’s reliability and appropriateness remains low.

Key Points

  • 93% of students believe work created via generative AI for assessment is unacceptable; 82% say even partial use is unacceptable.
  • Around 47% of students who use AI study tools see hallucinations or false information in the AI’s output.
  • 66% believe it likely their university would detect AI-generated work used improperly.
  • Many students report learning and grades that are “slightly more or about the same” when using AI tools.
  • Opinion among students: many are not particularly motivated to use AI for cheating; more often they use it in low-stakes or supportive ways.

Keywords

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URL

https://wonkhe.com/wonk-corner/are-students-really-that-keen-on-generative-ai/

Summary generated by ChatGPT 5

GenAI News

Professors experiment as AI becomes part of student life

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In a modern university lecture hall, three professors (two female, one male) stand at a glowing, interactive holographic table, actively demonstrating or discussing AI concepts. Students are seated at desks, some using laptops with glowing AI interfaces, and one student wears a VR headset. A large holographic screen in the background displays 'AI Integration Lab: Fall 2024'. The scene depicts educators experimenting with AI in a learning environment. Generated by Nano Banana.
As AI increasingly integrates into daily student life, professors are actively experimenting with new pedagogical approaches and tools to harness its potential. This image captures a dynamic classroom setting where educators are at the forefront of exploring how AI can enrich learning, adapt teaching methods, and prepare students for an AI-driven future. Image generated by Nano Banana.

Source

The Globe and Mail

Summary

AI has shifted from novelty to necessity in Canadian higher education, with almost 60% of students now using it. Professors are experimenting with different approaches: some resist, others regulate, and many actively integrate AI into assessments. Concerns remain about diminished critical thinking, but educators like those at the University of Toronto and University of Guelph argue that ignoring AI leaves graduates unprepared. Strategies include teaching students to refine AI-generated drafts, redesigning assignments to require human input, and adopting oral assessments. The consensus is that policies alone cannot keep pace; practical, ethical, and reflective engagement is essential for preparing students to use AI responsibly.

Key Points

  • Nearly 60% of Canadian students use AI for coursework, rising globally to over 90%.
  • Professors face a choice: resist, regulate, or embrace AI; ignoring it is seen as untenable.
  • Innovative teaching methods include refining AI drafts, training prompt skills, and oral assessments.
  • Concerns persist about weakening critical thinking and creativity.
  • Preparing students for AI-rich workplaces requires embedding literacy, ethics, and adaptability.

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URL

https://www.theglobeandmail.com/business/article-professors-experiment-as-ai-becomes-part-of-student-life/

Summary generated by ChatGPT 5

GenAI News