JISC Releases “Student Perceptions of AI 2025” Report

From JISC: 

The student perceptions of artificial intelligence (AI) report 2025 reveals that while UK students are embracing AI as an essential part of their academic and personal lives, they are increasingly calling for clearer guidance, fairer access, and a greater say in how AI is integrated into education.

Now in its third year, the report, based on in-depth discussions with over 170 students and learners across UK further and higher education (FE and HE), and survey data from Jisc members, highlights how students are navigating the rapidly evolving AI landscape.

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Key findings

Students are using AI tools such as ChatGPT, Microsoft Copilot, Google Gemini, and Grammarly daily – not just for study support but also for job preparation, mental health advice, and managing daily tasks. From writing and revision to accessibility and group collaboration, students are using AI in increasingly sophisticated ways.

Despite widespread use, students also highlighted several challenges relating to AI adoption.

Concerns

• Employability: This is the biggest concern outlined by students. They fear AI will disrupt entry-level job markets and devalue their existing skills. Students also worry they won’t develop the AI skills they need for the jobs they want.
• Equity: Unequal access to AI – particularly premium tools – is deepening the digital divide, disproportionately affecting disadvantaged students.
• Data privacy and misinformation: Students are worried about how their data is used and their ability to spot deep fakes or biased outputs.
• Skills loss: There’s growing unease about over-reliance on AI diminishing creativity, communication, and critical thinking.

Students see huge potential in AI – particularly when supported by responsible integration and inclusive policy development. They overwhelmingly want to be involved in shaping how AI is used in education and to prepare for future careers.

Report recommendations

• Consistent policies on AI use across departments and institutions, clearly defining acceptable academic use and misconduct.
• Embedding AI literacy into the curriculum, including prompt writing, output verification, and ethical use. It is essential students fully understand the limitations of what AI can and cannot do.
• Support for employability, with practical training and career guidance for an AI-enhanced job market developed in collaboration with industry leaders and employers.
• Greater insight into fair access to AI tools to avoid widening the digital divide for disadvantaged students, providing support for access where needed.
• Guidance on data privacy and IP protection, helping students understand how to safely interact with AI tools, and providing advice and guidance around areas of concern such as deep fakes.
• A balanced approach, ensuring face-to-face student teacher interaction – such as personalised feedback and discussion – with a strong focus on developing essential human skills such as creativity, critical thinking and communication remains central to learning.

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