In the realm of artificial intelligence (AI) usage among students and university leaders, the United States seems to be trailing its global counterparts, suggests two recent reports.
One report from Anthology, an education technology firm, reveals that only 38 percent of students in the U.S. reported using AI at least once a month, with the United Kingdom being the only country with a lower usage rate. Another study conducted by Chegg, another ed-tech firm, echoes similar findings: 20 percent of U.S. students reported using generative AI, closely followed by the U.K. at 19 percent.
Interestingly, over 30 percent of university leaders surveyed by Anthology expressed concerns about the ethical implications of AI, particularly regarding potential plagiarism issues—marking a higher level of suspicion compared to leaders in other countries.
Mirko Widenhorn, senior director of engagement strategy for Anthology, sees this lower adoption rate as an opportunity for U.S. institutions. He believes that it offers a window for university leaders to delve deeper into understanding how AI can be effectively applied within their organizations. Both surveys collected data in August from a significant number of respondents across multiple countries. Anthology’s survey included approximately 2,600 university leaders and 2,700 students from 11 countries, while Chegg’s study polled around 11,000 undergraduate students across 15 countries.
Although both surveys explored students’ perspectives on generative AI, they yielded different insights. Anthology’s study highlighted the perceived potential of AI to enhance student engagement, especially among U.S. students who viewed it favorably compared to their global peers. This positive outlook could be linked to U.S. students’ familiarity with AI chatbots, despite their lower usage of generative AI.
Interestingly, both students and university leaders emphasized the importance of AI in improving student engagement, according to the Anthology survey. This shared focus on enhancing the student experience using AI was a notable finding.
Other significant findings include the expectation among U.S. students for increased AI usage in the next six months and the discrepancy between students and leaders regarding AI’s impact on teaching and learning. Chegg’s study also revealed noteworthy insights, such as the preference for human expertise in generating answers among a majority of respondents globally and the desire among students for AI training integrated into the curriculum to better prepare them for future careers.
In conclusion, while the usage of AI in U.S. higher education may be lagging behind, these reports highlight opportunities for institutions to leverage AI effectively to enhance student engagement and prepare students for the evolving job market.