The use of AI is now “nearly universal” among undergraduates, but students are divided about its impact, a new HEPI survey finds
In just three years, generative AI has gone from novelty to near-ubiquitous among undergraduates. The question is no longer whether students are using AI, but how well they are using it and how effectively institutions are helping them develop the skills to use it responsibly.
of 2026 Student-Generated AI Survey Published by HEPI and sponsored by Kortext (HEPI Report 199), it shows a striking contrast in student experiences. For some, AI frees up time for deeper learning and critical thinking. For others, it risks becoming a crutch. Higher education providers have a critical role to play in ensuring that AI enhances rather than detracts from learning.
The research, co-authored by Rose Stevenson, Head of Policy and Strategy at HEPI, and Charlotte Armstrong, Policy Manager at HEPI, was carried out by Savanta in December 2025 and is based on responses from 1,054 full-time UK undergraduate students.
The third installment of this report shows that students are embracing generative AI at an incredible rate. The UK has a clear ambition to be a world leader in the development and application of AI technology, and our students are already putting that ambition into practice in their everyday learning. However, this study highlights that adoption in educational institutions has lagged behind student behavior. Almost all students use AI to support their learning, but only 36% feel encouraged to do so by their institution and only 38% say they are provided with AI tools.
Key findings:
- The use of AI is now almost universal. Approximately 95% of students report using AI in at least one way, and 94% say they use generative AI to assist with their assessed assignments. As providers focus on teaching and assessing AI skills, many of these students will be encouraged or required to use AI in their assessments. However, the proportion of students directly incorporating AI-generated text into their assessed assignments rose from 8% in 2025 and 3% in 2024 to 12%.
- The evaluation has changed significantly. Almost two-thirds (65%) of students say their grades have changed significantly in response to AI. Additionally, some students have expressed concerns about being falsely accused of cheating.
- AI will improve the student experience for many, but not all. Almost half (49%) of students believe that AI has improved their student experience, particularly by saving time, improving understanding, and providing immediate support. However, a minority feel their experience has been worsened by AI, citing concerns about equity, de-skilling, social isolation and future employment.
- Students are using AI to support their health. Approximately 15% of students report using AI for companionship, advice, or to cope with feelings of loneliness.
- Students consider AI skills essential, but institutional support lags. Two-thirds (68%) of students believe that AI skills are essential to succeed in today’s world, but fewer than half (48%) feel their faculty are helping them develop these skills for their future careers. Arts and humanities students are especially likely to feel that they are under-supported.
A polarized landscape:
A number of findings from this year’s study suggest that the AI landscape will be somewhat polarized by 2026. These results include:
- Percentage of students who agree (37%) and disagree (36%) that their institution encourages the use of AI.
- An even split of students feel that AI has made them feel more lonely (20%) and less lonely (21%). and
- There was a relatively even proportion of students who preferred using traditional sources (33%), using evenly balanced sources (29%), and using AI sources (37%).
(In particular, students from Russell Group institutions are the most likely to agree that their institution encourages the use of AI (39%), up from 26% last year.)
Additionally, qualitative results indicate that individual learning experiences vary widely even among students who embrace AI. Two contrasting statements from respondents stand out. One student responded:
AI tools can quickly summarize intense reading and create assignment drafts and summaries, saving hours of tedious work and allowing you to focus on critical analysis and deeper understanding.
And another said:
I’m not using my head at all.
There is a stark contrast here between students who are leveraging AI to advance their learning and those who are outsourcing their learning to AI. It is the role of educational institutions to develop within students the skills to use AI to their advantage rather than disadvantage, and to provide the impetus to do so.
Main recommendations
The report calls on higher education providers to:
- Provide systematic AI adoption and transition support for all students
- Consider refreshing your curriculum to explicitly teach AI knowledge and skills at both a general and subject-specific level.
- Publish clear, accessible, assessment-specific guidance on the use of AI.
- Make AI tools available to all students that are necessary or advantageous for course content and assessment.
- Give your staff access to AI training and free up time to invest in developing their own skills.
As part of its work to identify gaps in the current evidence base, the Higher Education Mental Health Implementation Task Force should:
- Support research to understand the impact of students using AI for friendship, companionship, advice, or to cope with loneliness.
Co-author Charlotte Armstrong, policy manager at HEPI, said:
Overwhelmingly, students believe AI is essential to their future, but many feel they don’t have the right support to develop the skills they need. If universities want their graduates to feel future-ready, they need to embed AI literacy and competency across the curriculum. These skills cannot be treated as optional.
Robin Gibson, Director of External Affairs at Cortext, said:
Student use of AI is changing rapidly. Universities are beginning to bridge the gap between student expectations and AI delivery and education, with more institutions offering supported access to trusted tools. Providing AI assistants in educational contexts that enhance teaching, learning, and learning skills is a way for providers to enable students to safely and effectively develop the AI skills and competencies needed in a rapidly changing world. It is essential that all students are able to develop confidence and competency with these technologies. This year’s findings show momentum is building as sectors prepare to meet students’ aspirations and expectations in delivering institutional capabilities, but there is still work to be done.
Note to editor
- HEPI was founded in 2002 with the aim of influencing higher education debates with evidence. We are independent and non-partisan across the UK. We receive funding from organizations and higher education institutions who want to support vibrant policy debates.
- Founded in 2013, Kortext is a leading expert in student experience and engagement and a pioneer in digitally enhanced teaching and learning in the global higher education community. We help educational institutions around the world increase student engagement and drive outcomes with cutting-edge AI-powered content discovery and learning products, market-leading learner analytics, and streamlined workflows for higher education. For more information, visit kortext.com.
