Has AI “transformed” university studies for the best?

Artificial intelligence (AI) has had an impact on industries around the world since its generalized emergence – less than higher education.

The possibility of generating detailed information by pressing a button has changed university studies forever – but is it for the best?

A recent survey of thousands of students around the world revealed that many were using technology to help their studies, but also feared that this does not affect their future careers.

One told the BBC that AI had “transformed” its studies, congratulating it for having “more confident” with its work.

But the experts adopted a more nuanced vision of its effects – one saying that he had “positive and negative impacts” on higher education studies.

Sunjaya Phillips, from Worcestershire, is a student in marketing communications management at the University of Oxford Brookes.

The 22 -year -old said that she used AI, with the teachers' permission, to create ideas and structure trials during his studies.

Ms. Phillips, who is currently a year of placement, said that technology had given her “insurance”, helping him “become more confident” with her work.

“During my second year, AI has emerged a lot-in particular with using it as a study boyfriend or to help integrate into my university work,” she said.

“At Brookes, it is a fairly open conversation with how to use AI and how you can use it to help you with your assignment work to structure assignments or give you creative ideas.”

“Sometimes, with creative ideas, you can be stuck for a whole day – but when you use AI for prompts to generate ideas for you, it can do it in 30 minutes.”

“This has definitely transformed my academic experience,” she added.

Other students previously told the BBC how they used the AI ​​to cheat during their studies, with the one saying that she “Massively regretted” using technology.

Dr. Charlie Simpson, who wrote parts on AI in education, said that he “became more and more difficult to find aspects of higher education that are not affected by AI in one way or another”.

“When used in responsibility, AI tools allow students to direct their attention to the most important parties of learning and improve their personal development,” said Dr. Simpson, who is also a lecturer in sports sciences and exercise at Oxford Brookes.

“However, if AI is not used in a responsible manner in a diploma course and students outsource their reflection and their development to technology just to obtain a qualification, then it is useless.”

A study commissioned by the student housing company, Yugo, recently revealed that 44% of British students were excited by AI, while a similar proportion also used it during their studies.

Professor Keiichi Nakata, by Henley Business School, said that “as for any new technology”, AI has “had positive and negative impacts” on education.

Professor Nakata is director of the AI ​​at the World of Work Institute of the School, which is part of the University of Reading and helps organizations to adapt to technology.

“It is positive because students now have a set of additional tools to work when used in an appropriate and responsible manner,” he said.

“However, if it is used simply to cut the corners or do the work for you, it does not help students to acquire the knowledge, skills and behavior necessary through their studies.”

Dr. Simpson said that if universities had to “kiss and adapt” effectively, the abilities of future graduates could “considerably overcome those of previous generations”.

“Diplomas of the future will be as difficult to obtain as today, but the capacities of graduates will have increased, so that diploma standards must also increase,” he said.

Yugo research, which involved 7,274 students from all over Europe, the United States and Australia, revealed that 78% of British students feared job losses due to AI.

A distinct study of the Henley Business School last month revealed that British workers were optimistic but outdated by technology.

Ms. Phillips said that she was not concerned about IA -related job losses, saying that she considered technology as a “support system”.

People must “make a change in the perspective of AI and how to use it to your advantage, and not see it as something that will replace you,” she said.

Professor Nakata said that he thought that “the competence to use effectively AI” would soon be “expected by employers, as well as IT skills”.

“Obviously, this will vary from one industry to another and roles of use, but the possibility of using appropriate AI tools appropriately and responsible to be productive at work should have a positive impact on their career prospects (current university students),” he added.