Many students worldwide are embracing AI tools for schoolwork, but concerns about dependence and ethical use remain high, JUSTICE OKAMGBA writes
The question of whether students should formally adopt artificial intelligence in their studies is becoming more pressing as usage skyrockets globally. While many students report benefits such as enhanced efficiency and improved academic performance, educators and experts are sounding the alarm over inadequate institutional support, over-reliance, and long-term risks to learning quality.
A global report by the Digital Education Council, which surveyed 3,839 students across 16 countries, revealed that 86 per cent of students use AI tools to support their studies, with 24 per cent using them daily.
ChatGPT was named the most popular tool, used by 66 per cent of respondents. On average, students reported using 2.1 different AI platforms.
Despite this high adoption rate, 58 per cent of students said they lacked sufficient knowledge about AI, and nearly half (48 per cent) felt unprepared for a workforce increasingly shaped by artificial intelligence. Alarmingly, 80 per cent of respondents said their institutions were failing to integrate AI tools into learning in a way that met their expectations.
“Students see the benefits, such as faster research and clearer explanations, but institutions aren’t catching up fast enough,” the council said in the report. “This disconnect could widen gaps in academic preparedness and future employability.”
A separate UK-based study of 1,041 undergraduates found that 92 per cent had used some form of AI in their academic work. The percentage of students using generative AI for assessments rose dramatically, from 53 per cent in 2023 to 88 per cent in 2024. Most students cited time savings (51 per cent) and improved work quality (50 per cent) as their primary reasons for using AI.
Common applications included summarising journal articles, generating ideas for essays, and explaining difficult concepts. However, only 29 per cent said their institutions encouraged AI use. One in three students indicated they would put more effort into coursework if AI played a role in assessment.
While many students view AI as an academic ally, educators and industry experts caution against unchecked adoption.
“For students who already have lazy habits, the use of AI will only enhance their lacklustre capabilities,” Content Lead at Optimus AI Labs, Dare Afolabi, said.
“They rely too heavily on AI for assignments, often copying output without reworking or critically analysing it. It promotes a dangerous ‘copy-and-paste’ culture. If the machine can do it, why bother to think?”
The concern, according to Afolabi, is that some students may come to see AI as a shortcut rather than a tool for deeper engagement. “Using AI to help you learn is one thing. Using it to do the learning for you is another.”
“We are at a crossroads,” said Afolabi. “AI is a double-edged sword. It can either transform learning or undermine it. The difference lies in how we use it.”
Author and educator Monica Dietz shared similar concerns. “Could you introduce me to your AI teacher? What would it say? Has it ever written a research paper with a strong thesis? Has it ever made a mistake and learned from it?” she asked.
“I would rather learn from a human,” Dietz said. “A human teacher understands how your brain works and the struggles that come with learning. A computer only follows commands; it doesn’t know what it means to be confused, inspired, or curious.”
Still, many believe that AI, when properly integrated, can enhance learning outcomes and reduce educational inequity. AI tutors, for instance, offer real-time support to students in remote areas or with limited access to quality teachers. Personalised feedback, content summarisation, and multilingual translation are just a few features AI tools offer that can boost academic inclusion.
But there’s a growing call for schools and universities to do more in preparing students to use AI responsibly.
A student at Oxford University, Shelley Castile wrote on Quora, “I don’t want to know what AI can find or explain. I want to know what you can find and explain,” she said. “Essays are about learning, learning how to research, how to argue, and how to communicate. If AI does all the work, what are you learning?”
Castile added that relying too heavily on AI could diminish essential communication skills. “You still need to write emails. You still need to explain things clearly. AI won’t be there every time. And yes, we can often tell when a human hasn’t written something. It’s very obvious.”
An education technology researcher, Prithvi Raj, warned that local context matters when adopting AI in education. “The best AI solution differs depending on geographic, social, and political factors,” he said. “In countries like Sri Lanka, for example, education policy often changes with every new government, making long-term integration of technology a challenge.”
He added that without proper infrastructure and policy continuity, AI could deepen existing inequalities rather than fix them.
In Nigeria, there is a clear and growing call for schools in Nigeria to incorporate artificial intelligence into their curricula, backed by both government initiatives and expert recommendations.
The Ministry of Education has encouraged collaboration with the National Educational Research and Development Council to formally integrate AI, coding, and robotics into the national curriculum. Private sector partners like Coderina have already helped bring robotics and coding programs to over 2,000 schools, improving digital literacy.
