Does Artificial Intelligence in Universities Inspire More Hope or Concern Among Students?

Students experience mixed emotions regarding the use of artificial intelligence in their studies. A national survey reveals that optimism and enthusiasm often prevail, reflecting a positive anticipation towards these tools. However, these feelings frequently coexist with skepticism and concern, creating persistent ambivalence.

Students’ accounts show that emotions such as relief, guilt, gratitude, or vigilance revolve around AI, especially in matters of assessment, learning, and creativity. For example, some feel grateful to AI for its assistance with complex tasks but later experience guilt, as if they had taken an unacceptable shortcut. Others, on the other hand, fear that AI may threaten their authenticity or personal voice, an aspect they consider essential to their student identity.

Universities play a key role in this dynamic. Their policies and discourse shape an emotional climate where trust, surveillance, and a sense of belonging influence how students perceive and use AI. In some cases, the lack of clear guidelines generates anxiety, leaving students uncertain about what is allowed or morally acceptable.

Students thus navigate between the desire to leverage the benefits of AI and the fear of violating academic norms. Some see it as a legitimate tool, especially when they observe its use in professional contexts. Others, however, resist its adoption, believing that personal effort and creation remain at the heart of learning.

This study highlights the importance of acknowledging these emotional and moral tensions. Rather than relying solely on strict rules, universities could foster spaces for dialogue where students and teachers together explore the ethical and affective issues related to AI. Such an approach would strengthen pedagogical trust and support students in reflecting on the responsible use of these technologies.

Documentation and Sources

Reference Document

DOI: https://doi.org/10.1007/s10734-026-01658-6

Title: Feeling AI: Circulating emotions, institutional climates, and moral boundaries in student use of AI

Journal: Higher Education

Publisher: Springer Science and Business Media LLC

Authors: Glenys Oberg; Yifei Liang; Margaret Bearman; Tim Fawns; Michael Henderson; Kelly E. Matthews