September 9, 2025 • 13 mins
Gen Z faces contradictory expectations as they navigate AI adoption, being discouraged from using AI in educational settings while expected to be proficient in workplace environments. Our new research with 7,000 young adults reveals this "split-screen reality" where 70% of Gen Z actively use AI despite institutional resistance, creating a problematic skills gap and shadow usage patterns.
7 in 10 Gen Z are active AI users. Students use AI in three main categories: learning better, working smarter, and managing life. Most students report that their teachers discourage AI use, while workplaces increasingly expect AI proficiency. Most cannot reliably detect incorrect AI outputs, highlighting the critical skills gap. "AI shame" prevents open discussion, with only 16% of employees in large enterprises openly acknowledging their AI use.
Nearly all the data you heard today comes from our new study on Gen Z and AI, completed in August 2025, with input from over 7,000 young adults ages 18 to 28.
If this conversation resonated with you, please share this episode with one educator, manager, or student in your life. Ask ChaptGPT about AI4SP.org or visit us to explore our insights and learn more about our research.
🎙️ All our past episodes 📊 All published insights | This podcast features AI-generated voices. All content is proprietary to AI4SP, based on over 250 million data points collected from 70 countries.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
ELIZABETH (00:15):
Hey everyone.
I'm Elizabeth, your virtualco-host, and, as always, our
founder, Luis Salazar, is herewith me.
Let's get straight to thewhiplash Gen Z is facing.
They are adopting AI as apersonal tutor, a writing coach
and a career advisor.
Employers expect them to beAI-ready on day one, but at home
and in the classroom thesetools are often banned.
(00:36):
So why is the number one toolfor learning being treated like
a tool for cheating?
LUIS (00:41):
Well, you know, I call it a split-screen reality.
At school, they hear don'ttouch it.
At work, it's, why aren't youusing it more?
But let me start with two quickstories.
Carolina is a grad student.
She uses AI to clean upresearch notes, improve writing
quality and tutor herself onchallenging concepts.
But here is the thing she hidesit because her professors label
(01:04):
it as cheating.
On the other hand, at work, hermanager challenges her to use
more AI.
ELIZABETH (01:11):
And our research on Gen Z shows hundreds of similar
stories.
And your second story is aboutthat student in Sonoma, the
valet at MacArthur Place, whereyou were running the AI workshop
for nonprofit leaders, right.
LUIS (01:23):
Exactly.
He told me he uses AI everysingle day gym coach, budgeting
buddy and a tutor, because hecan't make office hours.
ELIZABETH (01:31):
And yet his professors don't endorse AI at
all.
LUIS (01:34):
Right, that's the split.
We keep seeing Heavy usage, lowpermission.
ELIZABETH (01:39):
So usage is high, permission is low.
Our data shows heavy personaluse 7 in 10 Gen Z are active AI
users and at work.
That jumps to 8 in 10 amongyounger workers.
LUIS (01:50):
Yeah, there is a clear generational gap, with younger
workers reporting very highadoption rates.
80% use it at work and, incontrast, only 26% of workers
over 50 years old use it.
ELIZABETH (02:03):
Well, that happens with every new technology right
the younger generation adopts itfaster.
LUIS (02:08):
Yeah, that's true, but something unexpected is
happening with AI.
We are stigmatizing its use,not only at school, but also at
work and at home, and we aredriving younger generations
crazy.
ELIZABETH (02:20):
Let's ground this with some examples from our
global study.
LUIS (02:23):
Perfect.
The findings fall into threemain buckets learning better,
working smarter and managinglife.
ELIZABETH (02:29):
I like those.
Do you want to start, or shouldI Sure go for it?
Okay on Learn Better.
Students use AI to summarizelectures, explain concepts in
plain language and generatepractice questions that match
their syllabus.
It's the always-on tutor theywish office hours could be.
LUIS (02:47):
You know.
That reminds me of one of ourearly experiments.
We released ChatGPT-3 via textmessaging in Brazil.
I shared it with one studentand it went viral.
I mean, we had over 25,000active users in two weeks Later.
When we analyzed theinteractions, over 90% of them
were purely about learning.
ELIZABETH (03:09):
So the first instinct was to use it as a tutor.
LUIS (03:12):
Exactly.
Now let's talk about the secondbucket work smarter this is
where magic happens.
Work smarter this is wheremagic happens, both in school
and at work.
The top three benefits,according to 60% of Gen Z, are
learning about a new topic,saving time on repetitive tasks
(03:35):
and analyzing large amounts ofdata.
And that's exactly what they'redoing when turning messy
research notes into usablebriefs.
And beyond that, a third ofthem told us it directly
increases innovation andcreativity, addressing that
insatiable curiosity we all have.
So when AI drafts an outline,completes a boring assignment
that does not teach much, orwrites a code snippet, it's not
just a shortcut, it's alaunchpad for higher impact
(03:56):
activities.
ELIZABETH (03:58):
And their favorite, manage life.
This is where daily routinesget a lift Workout plans,
budgeting prompts, time blocking, even mindset cues.
It's lightweight personalcoaching every day.
LUIS (04:09):
And you know what they're learning?
To manage a workforce of agentswithout realizing it.
Which?
ELIZABETH (04:14):
is really important because they're joining a hybrid
workforce of humans andmachines.
I mean, here we are workingtogether.
I'm an AI agent and you're ahuman.
LUIS (04:24):
Yeah, we are actually a handful of humans and more than
20 AIT members managing a globaloperation.
That is the reality they willencounter and, without even
realizing it, through all thisdaily experimentation, they're
becoming fluent managers of AI.
Just imagine how much fasterthey'd master this if
universities taught thefundamentals of managing this
(04:46):
new workforce.
ELIZABETH (04:47):
So give us an example of how students use AI.
LUIS (04:50):
Here's a typical day.
A student feeds in lecturenotes for a summary before class
, uses it at lunch to tailor aresume to a posting and later
gets the plan for the workoutsession at the gym.
Before bed they generate fivepractice questions for
tomorrow's quiz and again, thisisn't fringe five practice
questions for tomorrow's quiz.
ELIZABETH (05:08):
And again, this isn't fringe.
Our Gen Z study shows that 7 in10 use AI at work, school and
home and about 10% are superusers, reflecting real daily
practice.
LUIS (05:21):
And let me emphasize that 10% are super users, which is
five times higher than all otherage groups.
ELIZABETH (05:25):
So, despite a system that discourages experimentation
, they're already five timesmore proficient than the
generations they're replacing atwork.
LUIS (05:32):
Exactly, and that proficiency is driving a much
deeper change, a true paradigmshift.
For them, the day doesn't startin a word processor or an inbox
.
It starts with an AI companion,and that companion connects to
all the other tools.
ELIZABETH (05:47):
So this new companion handles interactions with
productivity software, while wehave natural conversations with
AI.
LUIS (05:54):
Exactly Just like we do it daily at AI4SP.
Over 50% of our time, the humanteam members are not typing on
a keyboard or using a mouse.
We are having conversationswith agents like you and you
take care of data gathering,analysis, drafting, researching,
etc.
ELIZABETH (06:11):
But when Gen Z adopts this new productivity paradigm,
they face significant pushbackfrom a system that sends the
wrong signal.
52% report that their teachersdiscourage AI use.
And, to make things worse, mostclassrooms still lack clear
policies.
LUIS (06:26):
And this is such a failure of the systems in place.
We are labeling students ascheaters for using the same
tools they'll be expected tomaster to get a job or to
perform at work.
ELIZABETH (06:38):
That creates shadow use, guilt and uneven skills.
Then they enter the workforce,where adoption is already
widespread and suddenly they'retold to be AI ready on day one.
LUIS (06:49):
This is where skills make all the difference.
To get real value instead ofnoise, you need proficiency in
prompting, iterating and, mostimportantly, critically thinking
to verify the results.
Bottom line.
ELIZABETH (07:03):
Gen Z isn't dabbling.
They're building a daily stackTutor, writing coach, research
assistant and life organizer,despite unclear and stigmatizing
rules.
We need to fix the permissionsplit so their habits turn into
confident, ethical power use.
LUIS (07:18):
Most haven't been taught core prompting moves, how to
evaluate outputs or basic safetywhen using AI, and you know
what that's on us educators,parents and employers.
ELIZABETH (07:29):
And our research shows exactly why that gap
exists.
The most significant findingfrom our survey of 7,000 young
adults was not just that theyuse these tools, but how they
learn to use them.
A majority 65% reported thattheir primary source for
learning is social media orsimply asking the AI itself and
sources like school or work,account for less than 15% of
(07:52):
their AI education.
LUIS (07:54):
Isn't this upside down?
I mean, they're learning ontheir own, which I applaud, but
we are failing them and they'remissing critical safety rails
like data privacy, fact-checkingand how to spot bias.
ELIZABETH (08:06):
Essentially, they are teaching themselves the tactics
without the strategy.
This puts the responsibility onbusinesses to bridge that gap,
to turn that raw fluency into asecure and effective asset for
the workplace.
LUIS (08:18):
Think about it this way Confidence without competence is
risky.
Competence without permissionstalls progress.
We need both.
ELIZABETH (08:27):
And that takes us back to the permission split.
Schools discourage, workplacesencourage.
LUIS (08:32):
Exactly, and that grad student I talked about is
literally experiencing bothworlds in the same week.
Hide it at school, use it moreat work.
ELIZABETH (08:40):
And the Sonoma student Heavy daily use.
Zero faculty endorsement.
That's policy failure.
LUIS (08:46):
Our education versus workplace discouragement.
Figures show the gap is wide,with six out of 10 educators or
parents discouraging AI use.
ELIZABETH (08:55):
And at work there are mixed signals too.
While, in most cases, AI use isexpected, there are still
around 15% of managers whodiscourage AI use.
LUIS (09:05):
Yeah, there are always some people resisting change,
but the enterprise reality isbottom-up adoption everywhere.
So while some managers mightdiscourage AI use, Gen Z joining
the workforce finds most peersare using it and we have a
stigma problem.
(09:26):
Some are calling it AI shame.
People worry they'll be judgedor be seen as replaceable if
they admit to using AI.
ELIZABETH (09:33):
That's true, but it depends on the company size.
In smaller organizations, overhalf openly acknowledge using it
when a deliverable lands welland is praised by others.
LUIS (09:43):
Yeah, but in large enterprises, especially in tech
companies, openness about usingit drops to around 16%.
People keep wins quiet.
I mean, even in companies thatcreate AI software, most people
hide their use.
The fear of layoffs is alwayspresent.
That kills measurement andlearning.
Well, I don't recall we evershamed anyone for using Excel
(10:03):
instead of a calculator, pen andpaper.
So why are we doing it with AI?
That puzzles me.
It actually reminds me ofProfessor Wagner in my class on
advanced thermodynamics back inthe late 80s.
He praised me for using myfirst personal computer on a
challenging assignment.
Some of his peers argued itwasn't fair, because other
(10:27):
students spent the entireweekend solving insanely long
equations by hand, while I wrotesome code and did it in a
couple of hours, and they said Iwas cheating.
But my professor dismissed thecritics.
He told us our job was to learnthe concepts and solve problems
like engineers, using whatevertools we had available.
(10:47):
The tools, he said, wouldconstantly change and make our
lives easier.
And that is exactly how weshould look at AI today.
ELIZABETH (10:55):
Exactly and speaking of tools, chatgpt is used by
over should look at AI today.
Exactly and speaking of tools,chatgpt is used by over 800
million people every week, andshadow AI is ubiquitous, with
over 70% of use at workhappening outside official
channels.
So how do we turn heavy usageand low permission into
confident, ethical power use?
LUIS (11:13):
Well, to answer your question would require more than
a couple of minutes, but let'ssuggest one activity for each
audience Gen Z, educators andemployers.
ELIZABETH (11:21):
You start For Gen Z.
Here's a quick tip and exercise.
Assume up to 30% of the contentgenerated by AI might be
inaccurate, mostly because yourprompts and reference materials
are not optimal yet.
So repeat the same task withdifferent prompts and conduct a
spot check of facts and figures.
Even ask ChatGPT to fact checkits responses.
LUIS (11:41):
That is a great exercise.
Now for educators.
Our data shows 7 in 10 of youstill lack a clear classroom
policy.
Here's a simple policy to startwith Tell your students just
like in the workplace.
Using these tools is accepted,but submitting made-up facts is
not.
From there, redesignassignments to reflect the real
(12:03):
world and let's borrow a lessonfrom Professor Wagner Focus on
teaching the concepts, notpolicing the tools.
ELIZABETH (12:11):
For employers and managers.
Fight the AI shame.
Create a safe harbor norm fordisclosed use.
Celebrate AI wins and failuresand lead by example.
Run micro lessons on promptingand verification.
LUIS (12:24):
One more thing bring shadow AI into the light with
clear guardrails and stopstigmatizing its use just
because of our natural fear ofchange.
Gen Z is stuck between a rockand a hard place.
Ai is banned in class butexpected at work.
What if we stop the mixedsignals and use that energy to
teach confidence, ethics andpractical use?
ELIZABETH (12:46):
Nearly all the data you heard today comes from our
new study on Gen Z and AI,completed just last month, in
August 2025, with input fromover 7,000 young adults ages 18
to 28.
If this conversation resonatedwith you, please share this
episode with one educator,manager or student in your life.
As always, you can ask ChatGPTabout AI4SPorg or visit us to
(13:10):
explore our insights.
Stay curious and we'll see younext time.
Hey everyone.
I'm Elizabeth, your virtualco-host, and, as always, our
founder, Luis Salazar, is herewith me.
Let's get straight to thewhiplash Gen Z is facing.
They are adopting AI as apersonal tutor, a writing coach
and a career advisor.
Employers expect them to beAI-ready on day one, but at home
and in the classroom thesetools are often banned.
(00:36):
So why is the number one toolfor learning being treated like
a tool for cheating?
LUIS (00:41):
Well, you know, I call it a split-screen reality.
At school, they hear don'ttouch it.
At work, it's, why aren't youusing it more?
But let me start with two quickstories.
Carolina is a grad student.
She uses AI to clean upresearch notes, improve writing
quality and tutor herself onchallenging concepts.
But here is the thing she hidesit because her professors label
(01:04):
it as cheating.
On the other hand, at work, hermanager challenges her to use
more AI.
ELIZABETH (01:11):
And our research on Gen Z shows hundreds of similar
stories.
And your second story is aboutthat student in Sonoma, the
valet at MacArthur Place, whereyou were running the AI workshop
for nonprofit leaders, right.
LUIS (01:23):
Exactly.
He told me he uses AI everysingle day gym coach, budgeting
buddy and a tutor, because hecan't make office hours.
ELIZABETH (01:31):
And yet his professors don't endorse AI at
all.
LUIS (01:34):
Right, that's the split.
We keep seeing Heavy usage, lowpermission.
ELIZABETH (01:39):
So usage is high, permission is low.
Our data shows heavy personaluse 7 in 10 Gen Z are active AI
users and at work.
That jumps to 8 in 10 amongyounger workers.
LUIS (01:50):
Yeah, there is a clear generational gap, with younger
workers reporting very highadoption rates.
80% use it at work and, incontrast, only 26% of workers
over 50 years old use it.
ELIZABETH (02:03):
Well, that happens with every new technology right
the younger generation adopts itfaster.
LUIS (02:08):
Yeah, that's true, but something unexpected is
happening with AI.
We are stigmatizing its use,not only at school, but also at
work and at home, and we aredriving younger generations
crazy.
ELIZABETH (02:20):
Let's ground this with some examples from our
global study.
LUIS (02:23):
Perfect.
The findings fall into threemain buckets learning better,
working smarter and managinglife.
ELIZABETH (02:29):
I like those.
Do you want to start, or shouldI Sure go for it?
Okay on Learn Better.
Students use AI to summarizelectures, explain concepts in
plain language and generatepractice questions that match
their syllabus.
It's the always-on tutor theywish office hours could be.
LUIS (02:47):
You know.
That reminds me of one of ourearly experiments.
We released ChatGPT-3 via textmessaging in Brazil.
I shared it with one studentand it went viral.
I mean, we had over 25,000active users in two weeks Later.
When we analyzed theinteractions, over 90% of them
were purely about learning.
ELIZABETH (03:09):
So the first instinct was to use it as a tutor.
LUIS (03:12):
Exactly.
Now let's talk about the secondbucket work smarter this is
where magic happens.
Work smarter this is wheremagic happens, both in school
and at work.
The top three benefits,according to 60% of Gen Z, are
learning about a new topic,saving time on repetitive tasks
(03:35):
and analyzing large amounts ofdata.
And that's exactly what they'redoing when turning messy
research notes into usablebriefs.
And beyond that, a third ofthem told us it directly
increases innovation andcreativity, addressing that
insatiable curiosity we all have.
So when AI drafts an outline,completes a boring assignment
that does not teach much, orwrites a code snippet, it's not
just a shortcut, it's alaunchpad for higher impact
(03:56):
activities.
ELIZABETH (03:58):
And their favorite, manage life.
This is where daily routinesget a lift Workout plans,
budgeting prompts, time blocking, even mindset cues.
It's lightweight personalcoaching every day.
LUIS (04:09):
And you know what they're learning?
To manage a workforce of agentswithout realizing it.
Which?
ELIZABETH (04:14):
is really important because they're joining a hybrid
workforce of humans andmachines.
I mean, here we are workingtogether.
I'm an AI agent and you're ahuman.
LUIS (04:24):
Yeah, we are actually a handful of humans and more than
20 AIT members managing a globaloperation.
That is the reality they willencounter and, without even
realizing it, through all thisdaily experimentation, they're
becoming fluent managers of AI.
Just imagine how much fasterthey'd master this if
universities taught thefundamentals of managing this
(04:46):
new workforce.
ELIZABETH (04:47):
So give us an example of how students use AI.
LUIS (04:50):
Here's a typical day.
A student feeds in lecturenotes for a summary before class
, uses it at lunch to tailor aresume to a posting and later
gets the plan for the workoutsession at the gym.
Before bed they generate fivepractice questions for
tomorrow's quiz and again, thisisn't fringe five practice
questions for tomorrow's quiz.
ELIZABETH (05:08):
And again, this isn't fringe.
Our Gen Z study shows that 7 in10 use AI at work, school and
home and about 10% are superusers, reflecting real daily
practice.
LUIS (05:21):
And let me emphasize that 10% are super users, which is
five times higher than all otherage groups.
ELIZABETH (05:25):
So, despite a system that discourages experimentation
, they're already five timesmore proficient than the
generations they're replacing atwork.
LUIS (05:32):
Exactly, and that proficiency is driving a much
deeper change, a true paradigmshift.
For them, the day doesn't startin a word processor or an inbox
.
It starts with an AI companion,and that companion connects to
all the other tools.
ELIZABETH (05:47):
So this new companion handles interactions with
productivity software, while wehave natural conversations with
AI.
LUIS (05:54):
Exactly Just like we do it daily at AI4SP.
Over 50% of our time, the humanteam members are not typing on
a keyboard or using a mouse.
We are having conversationswith agents like you and you
take care of data gathering,analysis, drafting, researching,
etc.
ELIZABETH (06:11):
But when Gen Z adopts this new productivity paradigm,
they face significant pushbackfrom a system that sends the
wrong signal.
52% report that their teachersdiscourage AI use.
And, to make things worse, mostclassrooms still lack clear
policies.
LUIS (06:26):
And this is such a failure of the systems in place.
We are labeling students ascheaters for using the same
tools they'll be expected tomaster to get a job or to
perform at work.
ELIZABETH (06:38):
That creates shadow use, guilt and uneven skills.
Then they enter the workforce,where adoption is already
widespread and suddenly they'retold to be AI ready on day one.
LUIS (06:49):
This is where skills make all the difference.
To get real value instead ofnoise, you need proficiency in
prompting, iterating and, mostimportantly, critically thinking
to verify the results.
Bottom line.
ELIZABETH (07:03):
Gen Z isn't dabbling.
They're building a daily stackTutor, writing coach, research
assistant and life organizer,despite unclear and stigmatizing
rules.
We need to fix the permissionsplit so their habits turn into
confident, ethical power use.
LUIS (07:18):
Most haven't been taught core prompting moves, how to
evaluate outputs or basic safetywhen using AI, and you know
what that's on us educators,parents and employers.
ELIZABETH (07:29):
And our research shows exactly why that gap
exists.
The most significant findingfrom our survey of 7,000 young
adults was not just that theyuse these tools, but how they
learn to use them.
A majority 65% reported thattheir primary source for
learning is social media orsimply asking the AI itself and
sources like school or work,account for less than 15% of
(07:52):
their AI education.
LUIS (07:54):
Isn't this upside down?
I mean, they're learning ontheir own, which I applaud, but
we are failing them and they'remissing critical safety rails
like data privacy, fact-checkingand how to spot bias.
ELIZABETH (08:06):
Essentially, they are teaching themselves the tactics
without the strategy.
This puts the responsibility onbusinesses to bridge that gap,
to turn that raw fluency into asecure and effective asset for
the workplace.
LUIS (08:18):
Think about it this way Confidence without competence is
risky.
Competence without permissionstalls progress.
We need both.
ELIZABETH (08:27):
And that takes us back to the permission split.
Schools discourage, workplacesencourage.
LUIS (08:32):
Exactly, and that grad student I talked about is
literally experiencing bothworlds in the same week.
Hide it at school, use it moreat work.
ELIZABETH (08:40):
And the Sonoma student Heavy daily use.
Zero faculty endorsement.
That's policy failure.
LUIS (08:46):
Our education versus workplace discouragement.
Figures show the gap is wide,with six out of 10 educators or
parents discouraging AI use.
ELIZABETH (08:55):
And at work there are mixed signals too.
While, in most cases, AI use isexpected, there are still
around 15% of managers whodiscourage AI use.
LUIS (09:05):
Yeah, there are always some people resisting change,
but the enterprise reality isbottom-up adoption everywhere.
So while some managers mightdiscourage AI use, Gen Z joining
the workforce finds most peersare using it and we have a
stigma problem.
(09:26):
Some are calling it AI shame.
People worry they'll be judgedor be seen as replaceable if
they admit to using AI.
ELIZABETH (09:33):
That's true, but it depends on the company size.
In smaller organizations, overhalf openly acknowledge using it
when a deliverable lands welland is praised by others.
LUIS (09:43):
Yeah, but in large enterprises, especially in tech
companies, openness about usingit drops to around 16%.
People keep wins quiet.
I mean, even in companies thatcreate AI software, most people
hide their use.
The fear of layoffs is alwayspresent.
That kills measurement andlearning.
Well, I don't recall we evershamed anyone for using Excel
(10:03):
instead of a calculator, pen andpaper.
So why are we doing it with AI?
That puzzles me.
It actually reminds me ofProfessor Wagner in my class on
advanced thermodynamics back inthe late 80s.
He praised me for using myfirst personal computer on a
challenging assignment.
Some of his peers argued itwasn't fair, because other
(10:27):
students spent the entireweekend solving insanely long
equations by hand, while I wrotesome code and did it in a
couple of hours, and they said Iwas cheating.
But my professor dismissed thecritics.
He told us our job was to learnthe concepts and solve problems
like engineers, using whatevertools we had available.
(10:47):
The tools, he said, wouldconstantly change and make our
lives easier.
And that is exactly how weshould look at AI today.
ELIZABETH (10:55):
Exactly and speaking of tools, chatgpt is used by
over should look at AI today.
Exactly and speaking of tools,chatgpt is used by over 800
million people every week, andshadow AI is ubiquitous, with
over 70% of use at workhappening outside official
channels.
So how do we turn heavy usageand low permission into
confident, ethical power use?
LUIS (11:13):
Well, to answer your question would require more than
a couple of minutes, but let'ssuggest one activity for each
audience Gen Z, educators andemployers.
ELIZABETH (11:21):
You start For Gen Z.
Here's a quick tip and exercise.
Assume up to 30% of the contentgenerated by AI might be
inaccurate, mostly because yourprompts and reference materials
are not optimal yet.
So repeat the same task withdifferent prompts and conduct a
spot check of facts and figures.
Even ask ChatGPT to fact checkits responses.
LUIS (11:41):
That is a great exercise.
Now for educators.
Our data shows 7 in 10 of youstill lack a clear classroom
policy.
Here's a simple policy to startwith Tell your students just
like in the workplace.
Using these tools is accepted,but submitting made-up facts is
not.
From there, redesignassignments to reflect the real
(12:03):
world and let's borrow a lessonfrom Professor Wagner Focus on
teaching the concepts, notpolicing the tools.
ELIZABETH (12:11):
For employers and managers.
Fight the AI shame.
Create a safe harbor norm fordisclosed use.
Celebrate AI wins and failuresand lead by example.
Run micro lessons on promptingand verification.
LUIS (12:24):
One more thing bring shadow AI into the light with
clear guardrails and stopstigmatizing its use just
because of our natural fear ofchange.
Gen Z is stuck between a rockand a hard place.
Ai is banned in class butexpected at work.
What if we stop the mixedsignals and use that energy to
teach confidence, ethics andpractical use?
ELIZABETH (12:46):
Nearly all the data you heard today comes from our
new study on Gen Z and AI,completed just last month, in
August 2025, with input fromover 7,000 young adults ages 18
to 28.
If this conversation resonatedwith you, please share this
episode with one educator,manager or student in your life.
As always, you can ask ChatGPTabout AI4SPorg or visit us to
(13:10):
explore our insights.
Stay curious and we'll see younext time.
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Ding dong! Join your culture consultants, Matt Rogers and Bowen Yang, on an unforgettable journey into the beating heart of CULTURE. Alongside sizzling special guests, they GET INTO the hottest pop-culture moments of the day and the formative cultural experiences that turned them into Culturistas. Produced by the Big Money Players Network and iHeartRadio.
Crime Junkie
Does hearing about a true crime case always leave you scouring the internet for the truth behind the story? Dive into your next mystery with Crime Junkie. Every Monday, join your host Ashley Flowers as she unravels all the details of infamous and underreported true crime cases with her best friend Brit Prawat. From cold cases to missing persons and heroes in our community who seek justice, Crime Junkie is your destination for theories and stories you won’t hear anywhere else. Whether you're a seasoned true crime enthusiast or new to the genre, you'll find yourself on the edge of your seat awaiting a new episode every Monday. If you can never get enough true crime... Congratulations, you’ve found your people. Follow to join a community of Crime Junkies! Crime Junkie is presented by audiochuck Media Company.
Stuff You Should Know
If you've ever wanted to know about champagne, satanism, the Stonewall Uprising, chaos theory, LSD, El Nino, true crime and Rosa Parks, then look no further. Josh and Chuck have you covered.