According to two recent studies, American students and university administrators are utilizing artificial intelligence at lower rates compared to their global counterparts. The United Kingdom stands out as the only country where AI usage is reported to be at least monthly, as indicated by a report from the educational technology company Anthology. Similarly, another study conducted by Chegg revealed that only 20% of U.S. students reported using generative AI, with the U.K. closely trailing at 19%.
Interestingly, over 30% of university leaders in the United States expressed concerns about the ethical implications of AI, particularly in relation to plagiarism, showcasing a higher level of apprehension compared to other regions except for the U.K.
Mirko Widenhorn, the lead producer of relationship strategy at Anthology, suggested that the relatively lower adoption of AI presents an opportunity for educational institutions to explore its potential more deeply. He emphasized the importance for school leaders to assess and enhance their understanding of how AI can be effectively integrated within their establishments.
The Anthology study, which involved approximately 2,600 school officials and 2,700 students from 11 different countries, highlighted varying perceptions towards relational AI. On the other hand, the Chegg study, encompassing around 11,000 academic students across 15 nations, shed light on concerns such as the need for human expertise in providing answers and the preference for incorporating AI training into the curriculum to better equip students for future careers.
Overall, the studies underscore the evolving landscape of AI usage in education, with differing viewpoints on its impact on student engagement, learning, and the ethical considerations surrounding its implementation.
