Earlier this year, the University of Oxford became the first UK university to offer ChatGPT Edu to staff and students in an official capacity. The aim is to ensure that staff and students are equipped with the AI skills necessary to thrive in the modern economy.
"We know that significant numbers of staff and students are already using generative AI tools," the university explains.
"There is huge potential for us to harness this to accelerate high-impact, curiosity-led research and innovation, and to facilitate breakthroughs that could address major global challenges."
Productive use of AI tools
This is important, as research from the USC Center for Generative AI and Society shows that students may be tempted to use AI to generate quick answers, undermining their learning.
The study shows that students often default to using AI technology to get easy answers rather than actually learn the material. This is, unless their professors take a more active role and encourage them to use the technology for deeper engagement.
The researchers conducted two surveys: the first, of college students from across the United States, and the second, an international survey of teachers. They also conducted research into the use of an AI writing tool.
“Generative AI is here and already having an impact,” the researchers explain.
“What matters now is whether we use it to deepen learning or to avoid it. Our research helps us understand how students and teachers alike are integrating AI into their work and studies.”
How AI is reshaping education
The study shows that AI is having a clear impact on education, even if much of its use to date has been covert rather than overt. Announcements like that from Oxford aim to bring the technology out of the shadows and ensure it's used appropriately. The USC researchers concur and argue that the best applications of AI for staff and students alike are those that offer clear guidance, intentional design, and equitable access.
The surveys found that students were using AI for so-called "executive help", which is basically the hunt for quickfire solutions with as little effort as possible. This contrasts with so-called "instrumental help", which is the use of AI to help build skills, clarify tricky concepts, and generally support independent learning.
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The instrumental approach was most likely when students received active encouragement from their professor. When students were taught to use AI in a thoughtful way, they were much more likely to take a learning-oriented approach. The results highlight the key role faculty play in ensuring AI is adopted in a way that supports rather than harms learning.
“The growth of AI has created both optimism and anxiety,” the researchers explain. “What matters most is ensuring that AI use is guided by those who have deep expertise in their content areas, and that students aren’t left to figure things out on their own.”
Teaching concerns
The survey of over 1,500 teachers revealed widespread concerns around AI, though, especially in terms of plagiarism and reduced creativity among students. Teachers also regularly reported feeling a lack of support from their school.
Despite this, they still see promise in the technology itself, with around 3/4 of teachers saying they use AI to streamline routine tasks, and a similar proportion saying they think it can improve student outcomes.
A sign of this potential was evident in the application of ABE, a writing tool that is designed to promote creativity rather than undercut it. Students said that using the tool not only helped their writing but also broadened their perspectives. They didn't report becoming over-reliant on it as a writing crutch.
“We are seeing that if used appropriately, tools like ABE can use generative AI to enhance students’ critical thinking skills, rather than having them delegate thought to the machine,” the researchers explain.
A way forward
The Oxford initiative aims to provide training and guidance on the correct use of AI. They will offer support via a dedicated "AI Competency Centre," with a number of students and staff acting as AI Ambassadors.
It's an approach that the USC researchers support, as schools should actively encourage a more "instrumental" approach to AI among students so that the technology deepens understanding rather than providing mental shortcuts that diminish learning. This can be helped by tools designed to encourage and support reflection and critical thinking.
The other side of the equation is support for teachers so that they feel more confident in adopting AI in the right way, and then ensuring that access is fair and equitable.
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