The Rise of AI for Assignments Among Students

The use of generative AI tools (such as ChatGPT) has drastically increased the way university students approach assignments. In Australia, a recent survey indicates most undergraduates have already been using AI for academic work. A 2024 survey of 8,028 students at four Australian universities, for instance, discovered that 83% engage with AI in their studies (44% of them using it on a weekly or daily basis). Global reports display similar results : a study by the Digital Education Council on approximately 3,800 students in 16 countries revealed that 86% use AI for their course work, with more than half using it habitually. 

These surveys reveal the widespread reliance on AI among students now. This article explores the current pattern of AI utilisation, the benefits that students get while using AI  and the concerns raised by educators, all by highlighting the surveys and recent research on the impact of AI on students.  

Prevalence of AI Use by Students

It is noted that recently there is a significant surge in the use of AI tools in Australian university education, as reported in recent research. An institution poll in mid-2025 found that 83% of respondents said, they had used AI for their university work. This indicates a significant rise as compared to AI usage in early 2024. The Digital Education Council conducted a survey on around 3800 students, which shows that 86% of students use AI, in that 24% people using AI on a daily basis and 54% people using AI on a weekly basis. Similarly, the report from the University of Adelaide mentioned another survey that cited an 87% usage, with prior to indicating increase from 27% to 49% within the span of six months. 

Several data points illustrate how students use AI:

Tools and frequency:  In general students report using approximately 21 different AI tools for their coursework! One-third of students (66%) have used ChatGPT the most, followed by other third party writing tools such as Grammarly and Quillbot.

Common inquiries: In an Australian research, 79% of students claimed that they use AI to answer questions or to research information and 68% to create written text which they then use in assignments. And a global study revealed strong numbers for searching information with AI (69%), checking grammar (42%), summarising readings (33%) and drafting content (24%). 

Accessibility and Assistance: To that effect, in the Australian survey some 18% of respondents claim that they use AI as a means to overcome accessibility issues (ex., tools that help with reading/writing.) Undoubtedly, there are a number of students that find AI assistance a useful tool in mitigating learning barriers.

These numbers suggest that rather a lot of students consider AI to be just another part of their generic study toolkit.” Use of AI had become normal by 2024,  with more than 44% of Australian students in one survey reporting that they used it on a weekly or daily basis. In fact, by mid-2023, reports show that only a small minority (just under 10 per cent) of students have ever used AI to write content for assessments. The unprecedented rate of adoption has signalled a shift from niche use to general use, underlining the importance of studying its effects. 

Challenges and Concerns

While it is certainly convenient to use AI, the heavy reliance on it raises a number of questions about what students are actually learning and the integrity of the educational process. Polling of Australian students shows a high level of anxiety about the implications: 71% of surveyed students think that AI increases cheating, and 91% confess they are worried about contravening university regulations if they use it. Indeed, about 40% reported having used AI in an assignment when they knew they were not supposed to. These figures suggest many students are aware that AI use can breach academic policies, yet a sizable fraction try it anyway.

Another key concern is that over-reliance on AI might undermine learning. Critics note that when students outsource thinking and writing to AI, they may “miss the opportunity to build skills over time”. UTS College (via TEQSA) warns that generative AI is “not a credible source”, its outputs may be factually wrong or biased Indeed, even the creators of ChatGPT acknowledge it “makes mistakes” If students blindly trust AI-generated answers, they risk learning incorrect material. The AI itself “is not a subject expert” and doesn’t truly understand the content, so it cannot substitute for a student doing their own research and critical thinking.

Universities are beginning to address these issues. Some are updating assessment design (e.g. emphasizing in-class or oral exams), teaching AI literacy, or adopting honor codes specifically about AI. TEQSA and academic leaders suggest shifting focus from simply “detecting cheating” to ensuring learning outcomes are met. For example, requiring students to explain their process or show working can reveal their understanding beyond any AI-generated answer. Clear guidelines, training and fostering an environment where AI is used transparently and as a tool, not a substitute for learning, are widely seen as crucial next steps.

Conclusion

In Australia, the adoption of AI by university students is growing at a rapid pace. Recent surveys show that the majority of undergraduate students are already utilising AI tools for their coursework. Numerous students who are in favour of AI claims that it’s more efficient, less stressful, and it also helps with writing and research. Educators, however, warn that using AI poses significant challenges of its own, from undermining academic integrity to robbing students of genuine learning experiences.

It’s important to maintain a balance between the use of AI and learning: universities have to help students make the best use of the benefits of AI (such as teaching them how to check or know AI-generated information).. As AI tools grow more powerful, educators, students and staff at schools will need to adjust their academic policies and curriculum continually. 

At the end of the day, the goal is to identify ways in which AI can be used to enhance the learning experience without undermining the need for students to develop their own skills and their integrity.