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Students worldwide are rapidly adopting AI tools for education, with Middle Eastern students leading this digital revolution. We unpack findings from a global survey of over 10,000 students, revealing how expectations, usage patterns, and concerns vary across regions.
• 70% of students in Saudi Arabia and UAE expect universities to provide AI support tools
• Students primarily use AI for confidence (25%), saving time (17%), and improving grades (17%)
• Top-performing students show much higher confidence with AI tools than struggling ones
• 56% of students report feeling stressed when using AI, mainly about plagiarism concerns
• Contrary to expectations, 61% of students report increased interaction with peers due to AI
• Distance learners particularly benefit from AI as a bridge for connection
• Students remain optimistic about job prospects but show complex attitudes toward traditional skills
• Universities face the challenge of integrating AI while preserving critical thinking abilities
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Welcome to the Deep Dive.
Today we're really plunginginto something huge generative
AI, huge yeah.
But specifically how studentsare seeing it, how you're using
it.
We've got some fascinatinginsights, absolutely.
Did you know, for instance,that in places like Saudi Arabia
and the UAE, over two-thirds ofstudents?
They're not just like dabblingin AI.
Speaker 2 (00:22):
No, not at all.
Speaker 1 (00:23):
They actually expect their universities to provide AI
support tools.
That's well, that's a massiveshift, isn't it?
Speaker 2 (00:31):
It really is, and that's our mission today right
To kind of dig into the findingsfrom this big global student
well-being survey.
It's not just about whatthey're doing with AI, but you
know, what do they really expect?
How's it changing things?
And what about the stress, theopportunity?
Speaker 1 (00:44):
Exactly.
And this survey, it's not justa quick poll.
We're talking what?
Over 10,000 students.
Speaker 2 (00:49):
Yeah, 10,224 to be precise, Global reach.
Speaker 1 (00:52):
UK, us, canada, New, zealand, singapore, australia.
Speaker 2 (00:58):
UAE.
Speaker 1 (00:58):
Saudi Arabia, ksa A real mix, while it's global.
We're going to zoom in a bit onthe Middle East today because,
wow, the numbers there.
They really stand out.
Speaker 2 (01:05):
They certainly do.
So let's jump into thisAI-ready generation, as we're
calling them.
Speaker 1 (01:09):
Okay.
Speaker 2 (01:10):
The survey found these striking regional
differences, and I mean theMiddle East really is the
headline here.
Expectations are sky high.
Speaker 1 (01:18):
Like you said, 69% in the UAE, 70% in KSA expecting
university AI tools Exactly, andover half 54% in KSA expecting
university AI tools.
Speaker 2 (01:24):
Exactly, and over half 54% of Middle Eastern
students specifically, theyexpect AI-powered feedback tools
.
Think about that.
Speaker 1 (01:34):
It's not just a nice to have anymore.
Speaker 2 (01:35):
Not at all.
It's becoming like a coreexpectation of the educational
experience.
They want the curriculum, sure,but they also want the tools
for the future.
Speaker 1 (01:43):
And it's not just expectation, is it?
They're actually using thisstuff a lot.
Speaker 2 (01:47):
Oh, definitely.
Look at KSA 53% over half useAI tools regularly for
assignments or studying.
Speaker 1 (01:54):
Regularly.
Speaker 2 (01:54):
And another 31% use them a few times.
So you're looking at what 84%engagement.
It's almost universal.
Speaker 1 (02:00):
Wow.
So okay, when they do use thesetools, maybe the ones provided
by the uni, or just generally,what's the main driver?
What are they trying to achieve?
Speaker 2 (02:07):
Good question.
The data shows a few key things.
Number one for about a quarterglobally confidence.
Speaker 1 (02:13):
Confidence, how so?
Speaker 2 (02:14):
Just checking their work, making sure they're on the
right track, feeling secure.
You know we saw thatconsistently Australia, uae, ksa
all around that 19-25% mark.
Speaker 1 (02:25):
Okay, makes sense, get some reassurance.
What else?
Speaker 2 (02:28):
Speed About 17% globally value AI for saving
time.
On getting feedback, we'retalking minutes, not days.
Ah, that instant feedback loopCutting down the waiting anxiety
Day-sicely.
New Zealand was high on this,but UAE and KSA were right up
there too around 18%.
Okay, confidence, too around18%.
Speaker 1 (02:45):
Okay, confidence, speed, anything else major?
Speaker 2 (02:48):
Yep Grades another 17% globally.
Use it specifically to improvetheir work before they hand it
in.
Speaker 1 (02:54):
Right, polishing it up for a better market.
Speaker 2 (02:55):
Exactly UK, uae, ksa, again showing similar numbers
there.
And here's one I found reallyinteresting Skills.
Speaker 1 (03:02):
Skills, as in learning how to use AI.
Speaker 2 (03:04):
Yeah, 14% globally said they use the tool simply to
learn how to use AI toolsbetter and get this in KSA that
jumps to 25% Way higher thanaverage.
Speaker 1 (03:14):
So it's not just about the assignment in front of
them, it's about tooling up forthe future.
Speaker 2 (03:18):
Absolutely.
They see where things are going.
It's about building thosefuture-proof competencies.
Speaker 1 (03:23):
And you hear that directly from students in the
survey, don't you?
Speaker 2 (03:26):
Yeah.
Speaker 1 (03:26):
We saw comments like AI is a fast-growing pace and
it's better to adjust yourselfand learn.
Simple as that, yeah,straightforward.
Another one said, because itlooks like it's going to be
necessary in the future, Justpragmatic.
And then there was thepractical feedback, like, like
my university is trying to adaptbut it feels slow.
(03:46):
More training and faster accesswould help students better.
Speaker 2 (03:51):
That's a really clear call to action for institutions
, isn't it?
They need to keep pace withstudent needs and, frankly,
their usage.
Speaker 1 (03:58):
Definitely so.
Ok, there's this eagerness,this high expectation, but you
mentioned confidence earlier, ina slightly different way to
confidence in their own abilityto learn using AI.
Speaker 2 (04:08):
Yes, exactly, and generally students feel quite
confident in the UA 71 percentfeel moderately confident or
more about learning andimproving skills with Gen-Ai.
Ksa is similar.
Sixty two percent at leastmoderately confident.
Speaker 1 (04:21):
OK, so they feel capable.
Speaker 2 (04:22):
They do.
But here's where it gets reallyinteresting, maybe even a bit
paradoxical.
There's a correlation withgrades.
That honestly surprised me alittle.
Oh go on Well the studentsgetting the highest marks.
Distinctions like 85% and above.
They show much higher levels ofbeing extremely confident using
AI 21% of them.
Speaker 1 (04:43):
Okay, and the contrast.
Speaker 2 (04:45):
Contrast that with students who are failing,
scoring below 50 percent.
Among them, 16 percent saythey're not at all confident
learning with AI.
Speaker 1 (04:53):
Wow.
So wait, it's not necessarilythe struggling students who feel
most empowered by AI.
Speaker 2 (04:59):
It suggests not, or at least not universally.
It hints that AI might actuallybe more effectively leveraged
by those already succeeding.
Maybe it acts as an acceleratorfor high achievers.
Speaker 1 (05:08):
Which could potentially widen the
achievement gap.
Speaker 2 (05:10):
That's the concern, isn't it?
If access or the skill to useAI effectively isn't evenly
distributed, it could exacerbateexisting inequalities.
Speaker 1 (05:18):
Yeah, that's a really important point.
But even with that confidenceamong many, it's clear this
isn't a stress-free zone.
You mentioned stress earlier.
Speaker 2 (05:25):
Absolutely.
This is the double-edged swordpart of the story.
The survey really highlightedthis.
Speaker 1 (05:30):
So what are the numbers there?
Speaker 2 (05:31):
Well, general study stress is high.
70% of UAE students reportconstant stress about studying
overall.
That's a baseline.
Speaker 1 (05:40):
Okay, high baseline.
Speaker 2 (05:41):
But then specifically when using AI tools.
56% of students overall reportfeeling stressed More than half.
Speaker 1 (05:48):
So using the tool itself adds another layer of
anxiety for many.
What are they actually worriedabout?
Speaker 2 (05:53):
Several big things pop up again and again.
Plagiarism and authenticity arehuge.
Speaker 1 (05:59):
Right the fear of crossing a line, accidentally or
not.
Speaker 2 (06:02):
Exactly.
You see quotes like I don'tfeel safe using AI, risk of
being accused of plagiarism orsimply worried about plagiarism,
and if the content is authentic.
Speaker 1 (06:11):
And sometimes it's more blunt, isn't it?
Speaker 2 (06:13):
Yeah, like the only worry is of being found out by
the teacher, just that raw fearof detection.
Speaker 1 (06:18):
That's quite telling Any other major stress points.
Speaker 2 (06:21):
Data privacy comes up , you know, fear of my account,
personal banking data beinghacked.
That's a very modern anxietytied to these tools,
understandable, and just thegeneral fear of getting it wrong
, of professors seeing throughit.
One student said whenever I useAI tools I get slightly
stressed, worried that myprofessor might see through it
and fail me.
Speaker 1 (06:41):
It paints a picture of students navigating a really
tricky space.
Yeah students navigating areally tricky space trying to
use these powerful tools whilemanaging these very real fears
about academic integrity,security and just failure.
Speaker 2 (06:55):
It really does.
And we have to remember, amidstall this enthusiasm and
expectation, there's also agroup of students pushing back.
Speaker 1 (07:03):
Oh yes, the ones who don't want the university
pushing AI tools.
Speaker 2 (07:06):
Exactly.
It's important to hear thatperspective too.
Some students have strongreservations.
What's?
Speaker 1 (07:11):
their main argument.
Speaker 2 (07:12):
It often boils down to a concern that AI encourages
laziness or that it stopsstudents from developing
critical thinking skills.
They feel it undermines theactual learning process.
Speaker 1 (07:22):
Kind of a philosophical objection almost.
Speaker 2 (07:24):
You could say that we saw comments like because
artificial intelligence teachesstudents laziness and not to
research and put in a lot ofeffort.
Speaker 1 (07:31):
Pretty direct.
Speaker 2 (07:32):
Or, even more bluntly , students will not use their
brain and will only rely ontools.
It raises that fundamentalquestion are we helping them
think or helping them bypassthinking?
Speaker 1 (07:44):
That's a crucial debate.
Okay, so let's widen the lens abit.
We've talked individual usestress expectations.
What about the ripple effects?
How is this impactinguniversity life more broadly,
like interactions and evenfuture job prospects?
Speaker 2 (07:58):
Right.
Well, first, universities seemto be getting the message, at
least somewhat.
Students feel theirinstitutions are adapting.
Speaker 1 (08:04):
Oh, really, yeah.
What do the numbers say there?
Speaker 2 (08:06):
In the UAE, 72% agreed their university is
moving fast enough on AI support, and in KSA, 70% expect their
uni to provide access to Gen AItools.
Speaker 1 (08:16):
So there's perception of movement.
Speaker 2 (08:17):
Yes, and given that, as we heard, 94% of students are
using AI for assignments anyway, universities almost have to
engage, provide some guidance,some official tools.
Maybe it's already embedded?
Speaker 1 (08:27):
It's part of the workflow now.
Okay, so if it's so embedded,how's it changing?
You know the human element,talking to classmates, talking
to teachers, more or lessinteraction.
Speaker 2 (08:36):
This was one of the most nuanced findings, I thought
.
Overall, globally, 61% actuallyreported increased interaction
with peers and teachers becauseof AI.
Speaker 1 (08:47):
Okay, that's maybe not what you'd first assume.
Speaker 2 (08:49):
Right.
But dig deeper and it getscomplicated.
Speaker 1 (08:56):
Certain fields medicine, nursing, specifically,
they reported decreasedinteraction.
Why do you think?
Speaker 2 (09:00):
Hard to say for sure.
Maybe the nature of the work orperhaps AI helps them find
specific answers faster,reducing the need for
consultation.
Also, interestingly, thehighest achieving students,
those distinction distinctionfolks yeah, they also reported
decreased interaction comparedto others.
Speaker 1 (09:16):
The high achievers again.
So maybe AI makes them moreself-sufficient, less need to
collaborate or ask questions.
Speaker 2 (09:22):
Could be, or perhaps the interactions they do have
become more focused, morespecific, so the overall
quantity drops.
It's fascinating.
We need more research there.
Speaker 1 (09:30):
Definitely.
And does it matter where you'relearning, like online, versus
on campus?
Speaker 2 (09:34):
Yes, that made a difference too.
Distance learners, the awayfrom campus distance only group
46% of them reported much moreinteraction thanks to AI.
Speaker 1 (09:43):
Ah, so AI is bridging the physical gap for them.
Speaker 2 (09:45):
Seems like it.
It facilitates connection whenyou're remote.
Interestingly, the samepercentage 46% of on-campus only
students also reported muchmore interaction.
So AI boosts interaction inboth settings, but perhaps
especially critical for distancelearners.
Speaker 1 (10:02):
Okay, that makes sense.
Finally, let's look aheadEmployability.
Are students feeling optimisticabout jobs after graduation,
and how does AI factor into theskills they think they need?
Speaker 2 (10:12):
Generally, yeah, pretty optimistic.
63% overall feel confidentabout landing a job in their
field within six months.
That's quite positive.
Speaker 1 (10:20):
Good to hear Any warning signs or interesting
wrinkles in the data there.
Speaker 2 (10:24):
One potential flag came from part-time students.
Wrinkles in the data there.
One potential flag came frompart-time students.
Okay, they were less likelythan the overall student body
68% versus 74% to agree thatstrong English writing and
communication skills areessential for getting a job.
Huh.
Speaker 1 (10:38):
Why might that be?
Are they thinking AI can handlethe writing?
Or is it something else aboutbeing part-time?
Speaker 2 (10:42):
Could be either or both.
Maybe they see AI compensatingfor those skills, or perhaps
their specific part-time workcontexts place less emphasis on
formal writing, or maybe theyjust need more support in
developing those skillsalongside their studies and work
.
It's definitely an area worthwatching.
Speaker 1 (10:58):
It really is, wow.
So, summing this all up, it'sbeen quite the journey through
this data.
Speaker 2 (11:04):
It has.
Speaker 1 (11:04):
Students are clearly, you know, jumping in feet first
with AI.
They see the potentialefficiency, learning new skills,
getting ready for work.
Speaker 2 (11:11):
Totally, they're proactive adopters.
Speaker 1 (11:16):
But at the same time there's this whole undercurrent
of anxiety.
Isn't there Worries aboutcheating, plagiarism?
Data authenticity Significantconcerns and even how it changes
basic human interaction andmaybe devalues foundational
skills like writing.
It's it's incredibly complex.
Speaker 2 (11:31):
It really is.
They're navigating this tensiondaily the desire for the tools,
but also the fear of theconsequences.
Speaker 1 (11:38):
So, thinking about all that, the eagerness and the
anxiety living side by side, itleaves us with a pretty big
question, doesn't it?
For educators, for universities, for everyone involved?
Speaker 2 (11:48):
Yeah, what's the takeaway challenge?
Speaker 1 (11:50):
Maybe it's this, given that students want the AI
support, but they're also scaredof relying on it too much or
losing connection, how caninstitutions actually weave AI
into education in a way thattruly boosts learning, sharpens
critical thinking, encouragescollaboration?
Speaker 2 (12:09):
Instead of, just you know, accidentally making things
worse or diminishing those coreskills.
Speaker 1 (12:13):
Exactly.
How do you get the benefitswithout deepening the divides or
creating new problems?
Speaker 2 (12:18):
That's the question.
Isn't it Strategicallyintegrating it, not just for
efficiency, but for genuineenhancement of human capability?
That's the challenge for thisAI-ready generation.
Speaker 1 (12:29):
A challenge that will definitely shape the future of
learning.
Thanks for unpacking all thatwith us.
Speaker 2 (12:33):
My pleasure Fascinating stuff.
Welcome to the Deep Dive.
Today we're really plunginginto something huge generative
AI, huge yeah.
But specifically how studentsare seeing it, how you're using
it.
We've got some fascinatinginsights, absolutely.
Did you know, for instance,that in places like Saudi Arabia
and the UAE, over two-thirds ofstudents?
They're not just like dabblingin AI.
Speaker 2 (00:22):
No, not at all.
Speaker 1 (00:23):
They actually expect their universities to provide AI
support tools.
That's well, that's a massiveshift, isn't it?
Speaker 2 (00:31):
It really is, and that's our mission today right
To kind of dig into the findingsfrom this big global student
well-being survey.
It's not just about whatthey're doing with AI, but you
know, what do they really expect?
How's it changing things?
And what about the stress, theopportunity?
Speaker 1 (00:44):
Exactly.
And this survey, it's not justa quick poll.
We're talking what?
Over 10,000 students.
Speaker 2 (00:49):
Yeah, 10,224 to be precise, Global reach.
Speaker 1 (00:52):
UK, us, canada, New, zealand, singapore, australia.
Speaker 2 (00:58):
UAE.
Speaker 1 (00:58):
Saudi Arabia, ksa A real mix, while it's global.
We're going to zoom in a bit onthe Middle East today because,
wow, the numbers there.
They really stand out.
Speaker 2 (01:05):
They certainly do.
So let's jump into thisAI-ready generation, as we're
calling them.
Speaker 1 (01:09):
Okay.
Speaker 2 (01:10):
The survey found these striking regional
differences, and I mean theMiddle East really is the
headline here.
Expectations are sky high.
Speaker 1 (01:18):
Like you said, 69% in the UAE, 70% in KSA expecting
university AI tools Exactly, andover half 54% in KSA expecting
university AI tools.
Speaker 2 (01:24):
Exactly, and over half 54% of Middle Eastern
students specifically, theyexpect AI-powered feedback tools
.
Think about that.
Speaker 1 (01:34):
It's not just a nice to have anymore.
Speaker 2 (01:35):
Not at all.
It's becoming like a coreexpectation of the educational
experience.
They want the curriculum, sure,but they also want the tools
for the future.
Speaker 1 (01:43):
And it's not just expectation, is it?
They're actually using thisstuff a lot.
Speaker 2 (01:47):
Oh, definitely.
Look at KSA 53% over half useAI tools regularly for
assignments or studying.
Speaker 1 (01:54):
Regularly.
Speaker 2 (01:54):
And another 31% use them a few times.
So you're looking at what 84%engagement.
It's almost universal.
Speaker 1 (02:00):
Wow.
So okay, when they do use thesetools, maybe the ones provided
by the uni, or just generally,what's the main driver?
What are they trying to achieve?
Speaker 2 (02:07):
Good question.
The data shows a few key things.
Number one for about a quarterglobally confidence.
Speaker 1 (02:13):
Confidence, how so?
Speaker 2 (02:14):
Just checking their work, making sure they're on the
right track, feeling secure.
You know we saw thatconsistently Australia, uae, ksa
all around that 19-25% mark.
Speaker 1 (02:25):
Okay, makes sense, get some reassurance.
What else?
Speaker 2 (02:28):
Speed About 17% globally value AI for saving
time.
On getting feedback, we'retalking minutes, not days.
Ah, that instant feedback loopCutting down the waiting anxiety
Day-sicely.
New Zealand was high on this,but UAE and KSA were right up
there too around 18%.
Okay, confidence, too around18%.
Speaker 1 (02:45):
Okay, confidence, speed, anything else major?
Speaker 2 (02:48):
Yep Grades another 17% globally.
Use it specifically to improvetheir work before they hand it
in.
Speaker 1 (02:54):
Right, polishing it up for a better market.
Speaker 2 (02:55):
Exactly UK, uae, ksa, again showing similar numbers
there.
And here's one I found reallyinteresting Skills.
Speaker 1 (03:02):
Skills, as in learning how to use AI.
Speaker 2 (03:04):
Yeah, 14% globally said they use the tool simply to
learn how to use AI toolsbetter and get this in KSA that
jumps to 25% Way higher thanaverage.
Speaker 1 (03:14):
So it's not just about the assignment in front of
them, it's about tooling up forthe future.
Speaker 2 (03:18):
Absolutely.
They see where things are going.
It's about building thosefuture-proof competencies.
Speaker 1 (03:23):
And you hear that directly from students in the
survey, don't you?
Speaker 2 (03:26):
Yeah.
Speaker 1 (03:26):
We saw comments like AI is a fast-growing pace and
it's better to adjust yourselfand learn.
Simple as that, yeah,straightforward.
Another one said, because itlooks like it's going to be
necessary in the future, Justpragmatic.
And then there was thepractical feedback, like, like
my university is trying to adaptbut it feels slow.
(03:46):
More training and faster accesswould help students better.
Speaker 2 (03:51):
That's a really clear call to action for institutions
, isn't it?
They need to keep pace withstudent needs and, frankly,
their usage.
Speaker 1 (03:58):
Definitely so.
Ok, there's this eagerness,this high expectation, but you
mentioned confidence earlier, ina slightly different way to
confidence in their own abilityto learn using AI.
Speaker 2 (04:08):
Yes, exactly, and generally students feel quite
confident in the UA 71 percentfeel moderately confident or
more about learning andimproving skills with Gen-Ai.
Ksa is similar.
Sixty two percent at leastmoderately confident.
Speaker 1 (04:21):
OK, so they feel capable.
Speaker 2 (04:22):
They do.
But here's where it gets reallyinteresting, maybe even a bit
paradoxical.
There's a correlation withgrades.
That honestly surprised me alittle.
Oh go on Well the studentsgetting the highest marks.
Distinctions like 85% and above.
They show much higher levels ofbeing extremely confident using
AI 21% of them.
Speaker 1 (04:43):
Okay, and the contrast.
Speaker 2 (04:45):
Contrast that with students who are failing,
scoring below 50 percent.
Among them, 16 percent saythey're not at all confident
learning with AI.
Speaker 1 (04:53):
Wow.
So wait, it's not necessarilythe struggling students who feel
most empowered by AI.
Speaker 2 (04:59):
It suggests not, or at least not universally.
It hints that AI might actuallybe more effectively leveraged
by those already succeeding.
Maybe it acts as an acceleratorfor high achievers.
Speaker 1 (05:08):
Which could potentially widen the
achievement gap.
Speaker 2 (05:10):
That's the concern, isn't it?
If access or the skill to useAI effectively isn't evenly
distributed, it could exacerbateexisting inequalities.
Speaker 1 (05:18):
Yeah, that's a really important point.
But even with that confidenceamong many, it's clear this
isn't a stress-free zone.
You mentioned stress earlier.
Speaker 2 (05:25):
Absolutely.
This is the double-edged swordpart of the story.
The survey really highlightedthis.
Speaker 1 (05:30):
So what are the numbers there?
Speaker 2 (05:31):
Well, general study stress is high.
70% of UAE students reportconstant stress about studying
overall.
That's a baseline.
Speaker 1 (05:40):
Okay, high baseline.
Speaker 2 (05:41):
But then specifically when using AI tools.
56% of students overall reportfeeling stressed More than half.
Speaker 1 (05:48):
So using the tool itself adds another layer of
anxiety for many.
What are they actually worriedabout?
Speaker 2 (05:53):
Several big things pop up again and again.
Plagiarism and authenticity arehuge.
Speaker 1 (05:59):
Right the fear of crossing a line, accidentally or
not.
Speaker 2 (06:02):
Exactly.
You see quotes like I don'tfeel safe using AI, risk of
being accused of plagiarism orsimply worried about plagiarism,
and if the content is authentic.
Speaker 1 (06:11):
And sometimes it's more blunt, isn't it?
Speaker 2 (06:13):
Yeah, like the only worry is of being found out by
the teacher, just that raw fearof detection.
Speaker 1 (06:18):
That's quite telling Any other major stress points.
Speaker 2 (06:21):
Data privacy comes up , you know, fear of my account,
personal banking data beinghacked.
That's a very modern anxietytied to these tools,
understandable, and just thegeneral fear of getting it wrong
, of professors seeing throughit.
One student said whenever I useAI tools I get slightly
stressed, worried that myprofessor might see through it
and fail me.
Speaker 1 (06:41):
It paints a picture of students navigating a really
tricky space.
Yeah students navigating areally tricky space trying to
use these powerful tools whilemanaging these very real fears
about academic integrity,security and just failure.
Speaker 2 (06:55):
It really does.
And we have to remember, amidstall this enthusiasm and
expectation, there's also agroup of students pushing back.
Speaker 1 (07:03):
Oh yes, the ones who don't want the university
pushing AI tools.
Speaker 2 (07:06):
Exactly.
It's important to hear thatperspective too.
Some students have strongreservations.
What's?
Speaker 1 (07:11):
their main argument.
Speaker 2 (07:12):
It often boils down to a concern that AI encourages
laziness or that it stopsstudents from developing
critical thinking skills.
They feel it undermines theactual learning process.
Speaker 1 (07:22):
Kind of a philosophical objection almost.
Speaker 2 (07:24):
You could say that we saw comments like because
artificial intelligence teachesstudents laziness and not to
research and put in a lot ofeffort.
Speaker 1 (07:31):
Pretty direct.
Speaker 2 (07:32):
Or, even more bluntly , students will not use their
brain and will only rely ontools.
It raises that fundamentalquestion are we helping them
think or helping them bypassthinking?
Speaker 1 (07:44):
That's a crucial debate.
Okay, so let's widen the lens abit.
We've talked individual usestress expectations.
What about the ripple effects?
How is this impactinguniversity life more broadly,
like interactions and evenfuture job prospects?
Speaker 2 (07:58):
Right.
Well, first, universities seemto be getting the message, at
least somewhat.
Students feel theirinstitutions are adapting.
Speaker 1 (08:04):
Oh, really, yeah.
What do the numbers say there?
Speaker 2 (08:06):
In the UAE, 72% agreed their university is
moving fast enough on AI support, and in KSA, 70% expect their
uni to provide access to Gen AItools.
Speaker 1 (08:16):
So there's perception of movement.
Speaker 2 (08:17):
Yes, and given that, as we heard, 94% of students are
using AI for assignments anyway, universities almost have to
engage, provide some guidance,some official tools.
Maybe it's already embedded?
Speaker 1 (08:27):
It's part of the workflow now.
Okay, so if it's so embedded,how's it changing?
You know the human element,talking to classmates, talking
to teachers, more or lessinteraction.
Speaker 2 (08:36):
This was one of the most nuanced findings, I thought
.
Overall, globally, 61% actuallyreported increased interaction
with peers and teachers becauseof AI.
Speaker 1 (08:47):
Okay, that's maybe not what you'd first assume.
Speaker 2 (08:49):
Right.
But dig deeper and it getscomplicated.
Speaker 1 (08:56):
Certain fields medicine, nursing, specifically,
they reported decreasedinteraction.
Why do you think?
Speaker 2 (09:00):
Hard to say for sure.
Maybe the nature of the work orperhaps AI helps them find
specific answers faster,reducing the need for
consultation.
Also, interestingly, thehighest achieving students,
those distinction distinctionfolks yeah, they also reported
decreased interaction comparedto others.
Speaker 1 (09:16):
The high achievers again.
So maybe AI makes them moreself-sufficient, less need to
collaborate or ask questions.
Speaker 2 (09:22):
Could be, or perhaps the interactions they do have
become more focused, morespecific, so the overall
quantity drops.
It's fascinating.
We need more research there.
Speaker 1 (09:30):
Definitely.
And does it matter where you'relearning, like online, versus
on campus?
Speaker 2 (09:34):
Yes, that made a difference too.
Distance learners, the awayfrom campus distance only group
46% of them reported much moreinteraction thanks to AI.
Speaker 1 (09:43):
Ah, so AI is bridging the physical gap for them.
Speaker 2 (09:45):
Seems like it.
It facilitates connection whenyou're remote.
Interestingly, the samepercentage 46% of on-campus only
students also reported muchmore interaction.
So AI boosts interaction inboth settings, but perhaps
especially critical for distancelearners.
Speaker 1 (10:02):
Okay, that makes sense.
Finally, let's look aheadEmployability.
Are students feeling optimisticabout jobs after graduation,
and how does AI factor into theskills they think they need?
Speaker 2 (10:12):
Generally, yeah, pretty optimistic.
63% overall feel confidentabout landing a job in their
field within six months.
That's quite positive.
Speaker 1 (10:20):
Good to hear Any warning signs or interesting
wrinkles in the data there.
Speaker 2 (10:24):
One potential flag came from part-time students.
Wrinkles in the data there.
One potential flag came frompart-time students.
Okay, they were less likelythan the overall student body
68% versus 74% to agree thatstrong English writing and
communication skills areessential for getting a job.
Huh.
Speaker 1 (10:38):
Why might that be?
Are they thinking AI can handlethe writing?
Or is it something else aboutbeing part-time?
Speaker 2 (10:42):
Could be either or both.
Maybe they see AI compensatingfor those skills, or perhaps
their specific part-time workcontexts place less emphasis on
formal writing, or maybe theyjust need more support in
developing those skillsalongside their studies and work
.
It's definitely an area worthwatching.
Speaker 1 (10:58):
It really is, wow.
So, summing this all up, it'sbeen quite the journey through
this data.
Speaker 2 (11:04):
It has.
Speaker 1 (11:04):
Students are clearly, you know, jumping in feet first
with AI.
They see the potentialefficiency, learning new skills,
getting ready for work.
Speaker 2 (11:11):
Totally, they're proactive adopters.
Speaker 1 (11:16):
But at the same time there's this whole undercurrent
of anxiety.
Isn't there Worries aboutcheating, plagiarism?
Data authenticity Significantconcerns and even how it changes
basic human interaction andmaybe devalues foundational
skills like writing.
It's it's incredibly complex.
Speaker 2 (11:31):
It really is.
They're navigating this tensiondaily the desire for the tools,
but also the fear of theconsequences.
Speaker 1 (11:38):
So, thinking about all that, the eagerness and the
anxiety living side by side, itleaves us with a pretty big
question, doesn't it?
For educators, for universities, for everyone involved?
Speaker 2 (11:48):
Yeah, what's the takeaway challenge?
Speaker 1 (11:50):
Maybe it's this, given that students want the AI
support, but they're also scaredof relying on it too much or
losing connection, how caninstitutions actually weave AI
into education in a way thattruly boosts learning, sharpens
critical thinking, encouragescollaboration?
Speaker 2 (12:09):
Instead of, just you know, accidentally making things
worse or diminishing those coreskills.
Speaker 1 (12:13):
Exactly.
How do you get the benefitswithout deepening the divides or
creating new problems?
Speaker 2 (12:18):
That's the question.
Isn't it Strategicallyintegrating it, not just for
efficiency, but for genuineenhancement of human capability?
That's the challenge for thisAI-ready generation.
Speaker 1 (12:29):
A challenge that will definitely shape the future of
learning.
Thanks for unpacking all thatwith us.
Speaker 2 (12:33):
My pleasure Fascinating stuff.
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