Is generative artificial intelligence really changing the way we study at university?

Generative artificial intelligence tools are gradually transforming the university landscape. Psychology students from two British universities have shared their experiences and concerns about this technology. For them, these tools are mainly used to summarize lectures, explain complex ideas, or facilitate writing. They see them as a valuable time-saver and a support to make studies more accessible, especially for neurodivergent individuals or non-native English speakers. Some also emphasize that AI helps reduce inequalities by providing access to resources that not everyone has at home.

However, this assistance is not without risks. Many worry about the temptation to cheat, the loss of critical thinking, and the blurred lines between acceptable use and abuse. Some fear that AI may replace personal effort, especially in group projects where not everyone contributes equally. Errors or fabricated information by these tools also pose a problem, as one already needs to master a subject well to spot inaccuracies.

Students are calling for clear rules. Currently, the lack of precise guidelines from universities creates anxiety. They would like to learn how to use these tools ethically and effectively, without fearing they might break the rules. Some even propose training to better integrate AI into their learning, while preserving essential skills such as creativity and analysis.

For them, AI is neither a revolution nor an absolute danger, but a tool that needs to be regulated. Its use will depend on the ability of institutions to set boundaries and support students through this transition. The stakes are high: preparing future professionals for a world where AI will be omnipresent, without sacrificing the quality of education.

Documentation and Sources

Reference Document

DOI: https://doi.org/10.1007/s10639-026-13923-3

Title: Studying with GenAI: Student views on the opportunities and risks of GenAI in higher education

Journal: Education and Information Technologies

Publisher: Springer Science and Business Media LLC

Authors: Elida Cena; Aideen McParland; Wilhelmiina Toivo; Blinne Dalton; Megan Mundy; Patrick A. O’Connor; Ashley E. Robertson; Maxine Swingler; Paul Wilson; Connie Duncan