A comprehensive new survey has revealed that artificial intelligence tools have become nearly universal among university students for completing assessments, with a staggering 95% of undergraduates admitting to using AI in their academic work. The research, conducted by the Higher Education Policy Institute (Hepi), highlights a rapid transformation in student behaviour, raising both opportunities and significant concerns about the impact on learning and critical thinking skills.
From Novelty to Near Universality
The poll of 1,000 undergraduates across the United Kingdom found that generative AI has moved from a technological novelty to a mainstream academic tool in just three years. The proportion of students who admit to using AI to generate text for actual submission has risen sharply, from a mere 3% in 2024 to 8% in 2025, and now stands at 12%. This dramatic increase underscores the pervasive integration of AI into the student experience.
Mixed Perceptions on Impact
Student opinions on AI's influence are decidedly mixed. While almost 49% of respondents reported that AI has improved their overall student experience, a notable 16% felt it had made things worse. Many students expressed concerns that reliance on AI is eroding their fundamental academic skills. One respondent candidly stated, 'It is making us all lazy.' Another lamented, 'I'm not using my brain at all,' while a third observed, 'It encourages you to think less.'
The Hepi report issued a clear caution against 'students outsourcing their learning to AI.' It emphasised that the central question for higher education is no longer whether students use AI, but how effectively they use it and how well institutions are supporting them to develop responsible AI literacy skills.
Institutional Response and Student Anxiety
The survey, carried out by Savanta for Hepi, found that 65% of students believe AI has changed university assessment significantly. Despite its widespread adoption, anxiety persists: 42% of students said they avoid using AI out of fear of being accused of academic misconduct or cheating.
There is also a notable divide in how students perceive their university's stance. The survey revealed a fairly even split, with 37% of students agreeing their institution encourages AI use, while 36% disagree. Students from prestigious Russell Group universities were most likely to agree that their university promotes AI engagement.
Recommendations for the Future
In response to these findings, Hepi has recommended that universities take proactive steps. These include providing comprehensive induction support on using AI for all incoming students, offering specialised training for academic staff, and publishing clear, accessible guidance on ethical and effective AI use in coursework and assessments.
Charlotte Armstrong, co-author of the report and policy manager at Hepi, stated: 'Students overwhelmingly see AI as essential for their futures, but many do not feel adequately supported to develop the necessary skills. If universities want graduates to feel prepared for the future, then AI literacy and capability must be embedded across the curriculum. These skills cannot be treated as optional.'
Broader Context and Sector Response
The challenges of detection remain a key issue. A separate survey last month by Coursera found that only one in four university lecturers feels confident they can reliably identify AI-generated student work.
A spokesperson for Universities UK, which represents vice-chancellors, responded to the findings: 'Institutions, like their students, are harnessing AI to improve the student experience and deliver high-quality teaching. To support this, they are developing guidance for students on how to use AI responsibly, making sure they use it to enhance, not replace, their learning, and safeguarding the world-class education that UK universities are known for.' The spokesperson added that through initiatives like the Future Jobs programme, universities are ensuring graduates possess the AI skills demanded by modern employers.
The report concludes that while AI can free up time for deeper learning and critical thinking for some students, for others it risks becoming a detrimental crutch. The onus is now squarely on higher education providers to ensure that artificial intelligence enhances the learning journey rather than diminishing the intellectual rigour at its core.
