AI at University: What Students Think, Use, and Need

Students at work in a library

As artificial intelligence tools become more visible in academic life, universities face important questions about how students understand and use them. Our latest collaborative research, conducted with four UK universities, explored how students are engaging with generative AI (GenAI), what they need support with, and where they turn for guidance.

The findings offer both reassurance and challenge: students are broadly aware of GenAI tools, but many are unclear on how and when they can use them appropriately in their university work.

"… I don’t use what AI writes for me, but it helps me see the topic in a new light." — Postgraduate student, UK

University students are broadly aware of GenAI tools, but many are unclear on how and when they can use them appropriately in their university work. What’s clear is that students are not trying to cut corners, they want to use these tools ethically and effectively, and they’re actively seeking leadership and clarity.

"[The information my university provides about GenAI is] contradictory. They make posters to encourage 'creative' use of AI while also penalising its use… Honestly a mess." 3rd year undergraduate

For libraries, this presents both a responsibility and an opportunity. Students view the library as a trusted, non-judgemental place to ask questions.

"My first point of contact would be the library as I won’t fear judgement and I think they’d be aware of the latest info on GenAI." 1st year undergraduate student.

There’s strong demand for training, support, and safe spaces to explore how to use AI tools productively, responsibly and in line with academic expectations.

This research reinforces the critical role libraries can play in digital literacy — not just in terms of tools and access, but as facilitators of ethical thinking, critical analysis, and confidence.

👉 Want to explore the full report or talk about running a similar project? Contact us