Artificial Intelligence (AI) is rapidly reshaping higher education, with far-reaching implications for teaching, assessment, and graduate employability. In response to these developments, the SAB initiated a project in 2026 to better understand how students are engaging with artificial intelligence and to ensure that emerging policy responses are grounded in lived student experience.
This project aims to capture how students are using AI tools, explore their perspectives on associated opportunities and ethical challenges, and identify gaps in current institutional provision. It also seeks to inform recommendations for higher education providers and contribute to wider sector dialogue, including with bodies such as the Office for Students (OfS).
This report presents the findings of a student-led focus group examining how AI is currently used by students in higher education. It also explores the ethical, educational, and regulatory considerations arising from its use.
The discussion forms part of the broader SAB AI project, which aims to build a clearer evidence base of student experience and support sector-wide engagement with policymakers and regulators.
Key findings and themes:
- AI as a support tool for academic work - the most consistent finding across the discussion is that students primarily use AI as a support tool rather than a substitute for learning.
- Accessibility and emerging inequalities - participants highlighted significant benefits of AI for accessibility, particularly for neurodivergent students and those facing language barriers.
- Inconsistent and unclear policies - a dominant and recurring theme throughout the discussion was the lack of clarity and consistency in institutional policies governing AI use.
- Fairness, assessment and trust - closely linked to policy issues are concerns about fairness in assessment.
- Demand for AI literacy and clear guidance - while much of the discussion highlighted inconsistency and uncertainty, there were also clear examples of institutions beginning to establish more structured and effective approaches to AI use.
- Critical thinking and the purpose of higher education - participants expressed concern that overreliance on AI could undermine the development of critical thinking, originality and independent learning.
- Institutional responsibility and the need for system-level change - students placed considerable responsibility on institutions to respond proactively to the challenges posed by AI.
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