Artificial intelligence is rapidly transforming education, with tools such as ChatGPT and Microsoft Copilot becoming increasingly popular among students.
From helping with revision to simplifying difficult concepts, AI is changing the way which students approach studying. However, its growing presence in schools and universities has also sparked concerns over academic honesty, creativity, and whether students are becoming too dependent on technology.
For many students, AI is not simply a shortcut to have the work done for them. Instead, it acts as a support tool that can aid learning and further enhance development.
Third-year law student Chloe Ware explained that she regularly uses AI tools such as ChatGPT and Copilot to help her with her degree, particularly when studying difficult legal concepts.
It is used “never to write my work for me,” the Sussex student said, “but more as a tool to help unpack and explore ideas. The reading for my law degree can be complex so AI tools can help break complicated concepts down and make it easier for me to understand.”
Law degrees are heavily focused on critical thinking, decision making, and independent argument, making them one of the subjects where concerns around AI use are especially significant.
Despite this, Ware, who studies at Sussex University, does not think AI “makes students too reliant on technology.
We all know that AI isn’t always accurate, especially for legal advice. It can help with some concepts, but I could never feel confident asking an AI tool what a legal term means and using that as the answer without going away and researching for the answer myself” she explained.
This uncertainty around accuracy highlights one of the biggest limitations of AI in education. While platforms like ChatGPT can provide immediate answers and simple explanations, they can also generate misleading or false information. In a subject like law, where precision matters, students still need to verify information themselves.
As AI becomes more common in education, one of the biggest debates centres around where the line is between assistance and cheating. For many educators, the concern is that students may begin relying on AI to produce entire assignments rather than supporting their learning.
A sixth form teacher, who wished to remain anonymous to protect their identity, revealed that the increasing accessibility of AI has made it much harder for teachers to identify when students are relying too heavily on technology.
“Before, you used to have the odd student copy work from google, but now with ChatGPT being so conversational, it’s so common and hard to notice” they explained.
While the teacher allows students to use AI as a study tool, “a line is drawn at whether the technology is doing the thinking for you.”
To get around it the teacher no longer sets essays as homework, setting revision tasks instead where AI can be utilised, before then having in class assessments.
Universities are still adapting to this ever changing technology, and many students remain in the dark about exactly what is allowed. Although some institutions have introduced clearer guidance, confusion still exists around acceptable AI use in coursework and revision.
Ware pointed out that some university guidance appears inconsistent. While one referencing guide stated that AI should not be used as a research tool, it did not directly ban its use entirely.
Teachers are also facing challenges adapting to AI at the same pace as students. “Teachers aren’t receiving enough training” the anonymous teacher said. “Teachers don’t always feel confident or comfortable using AI and feel some students even know more than them.”
Beyond concerns over cheating, there are wider questions about how AI could harm creativity and independent thinking. It can be argued that instant answers and solutions may reduce students’ motivation to think critically or develop original ideas.
Ware believes that “AI does takes away an element of creativity and independence” from students.
“It can be seen as an easy way out for many students because they won’t always feel the need to think hard and put effort into their work.”
The sixth form teacher shared similar worries, arguing that AI is already having a noticeable impact on critical thinking and classroom participation.
“Mostly, I think it has a harmful effect as students see it as a shortcut and tool to replace thinking” they stated.
“I have noticed as pattern of students who don’t contribute in class as I am aware they struggle with coming up with thoughts and perceptions, however their written work is to a good standard. Because of this the in class experience has worsened and disparity exists.”
However, it was also argued that AI can still support creativity when used responsibly.
“If a student asks AI to help them develop ideas, it doesn’t necessarily mean it is taking creativity away. It can help students build on their ideas further,” said Ware.
Despite concerns over the future of AI and the path that we are on, Ware believes completely restricting AI in education would be “unrealistic” and not the way to move forward. As artificial intelligence becomes more integrated into workplaces and everyday life, many students hold a view that universities should focus on teaching responsible use rather than banning it entirely.
Ware stated that “many jobs are using AI tools, so why shouldn’t AI be allowed in education? “if people are using it sensibly, I don’t see an issue.”
For students balancing heavy workloads and limited contact hours, AI can also provide support that lecturers may not always be able to offer immediately.
“Honestly, it can sometimes be more helpful in explaining ideas than teachers can be,” Ware added. “We are only in class for around 10 hours a week, whereas AI is always there if you need it.”
As universities continue to navigate the rise of artificial intelligence, the one clear thing is that AI is already changing education. The challenge now is deciding whether it becomes a tool that supports learning or one that undermines it.