Introducing AI and what students think about it

As artificial intelligence (AI) becomes increasingly integrated into higher education, it's essential to understand how students are engaging with these tools. At UQ, over 80% of students report using AI in their academic studies. This page provides insights into students' perspectives on AI, offering guidance on setting clear expectations, fostering ethical use, and supporting students in developing critical AI literacy skills. By proactively addressing AI's role in learning, we can help students navigate its opportunities and challenges responsibly.

What is artificial intelligence (AI), generative AI (GenAI), and machine translation (MT)?

Artificial intelligence (AI)

Artificial intelligence (AI) is embedded into our digital world. AI systems simulate intelligence to perform specific tasks, like recommending products, transcription, or recognising faces.

You likely use AI every day. Examples include:

grammar checkers: Grammarly, Microsoft Word’s editor tools
spelling and autocorrect tools: Built into word processors and browsers
search engines: Google, Bing
voice-to-text transcriptions: Otter.ai, Apple Dictation, Zoom audio transcription
data analysis tools: Excel functions, SPSS, MATLAB.

Machine Translation (MT)

Machine Translation (MT) is a type of artificial intelligence that serves to translate text and/or speech from one language into another.

Examples of tasks that use MT include:

converting an assessment that you wrote from one language to another
translating a website into another language to help you to interpret it
interpreting live speech broadcasts.

Generative AI (GenAI)

Generative AI (GenAI) is a newer type of AI that creates new things (based on patterns in existing data) in response to user prompts. It can be used to make images, text, music or videos.

Tools like ChatGPT and Microsoft Copilot are examples of GenAI. However, now existing tools like Microsoft PowerPoint can include GenAI to generate slide decks or images from your text or voice prompts, for example.

You will likely use AI every day to do any of the following tasks:

Checking grammar (e.g. using Grammarly, Microsoft Word’s editor tools)
Checking spelling and punctuation (e.g. using programs built into your word processor or browser)
Searching for information (e.g. Google, Bing)
Transcribing or converting speech to text (e.g. Otter.ai, Apple Dictation, Zoom audio transcription)
Analysing data (e.g. Excel functions, SPSS, MATLAB)

Use of the term 'AI'

‘AI’ is typically used to refer to all AI, including GenAI and MT.

AI is evolving rapidly, and it's not always clear when a tool is using AI or GenAI. For example, Grammarly is well known for improving grammar in writing, however, it also translates written text in over 15 languages, and some versions generate text. ChatGPT can also be used to translate text from one language to another.

Further resources

For more in-depth definitions of AI, read:

How students use and feel about AI

AI tools can be useful to support teaching and learning, but we need to be mindful of the risks, weaknesses and limitations of AI tools when we use them and talk about them.

As staff we have a responsibility to enhance UQ's support for students in the use of AI while recognising that our students’ responses to and experiences of AI are diverse.

Students' reported use of AI and support

81% of UQ students surveyed in the Student Perspectives on AI in Higher Education report indicated that they were using AI in their studies.

Our students highlighted the importance of AI for their future:

64% rated the ability to use AI as important for their future profession.
58% rated the ability to use AI as important for their studies.

However, they expressed a need for more support:

Only 18% felt UQ provided enough guidance to use AI in their future profession.
Only 24% felt UQ provided enough guidance to use AI effectively in their studies.

UQ students were using AI in diverse ways. The most common reported uses of AI in their studies were: 

editing and improving writing 
generating ideas and examples
summarising notes, readings and other materials.

Students' sentiment about AI

Students’ sentiment is mixed, with many experiencing conflicting feelings about AI.

Cross-institutional study: How do students feel about AI?
Survey statement	All respondents %	UQ respondents %
I am sceptical about AI	56%	59%
I am worried about AI	47%	50%
I am frightened by AI	28%	28%
I am stressed by AI	27%	28%
I am optimistic about AI	54%	55%
I am grateful for AI	50%	49%
I am excited by AI	50%	51%
AI makes us less intelligent	43%	42%

So, when discussing AI with our students, it's clear that we need to recognise that they hold very diverse and complex emotional responses regarding the use of AI.

With the number of AI tools and their capabilities rapidly changing, we need to work with our colleagues and students to explore these changes and support our students to navigate this complex space.

AI weaknesses and risks for learning

Students are aware of the risks to their skill development if reliant on AI for tasks essential to learning (critical thinking, problem solving, research analysis), and want to retain the integrity of their learning experience. - Student Voice Forum, July 2024

As a university, we need to guide students in using AI responsibly and effectively for their study. While AI tools can enhance learning, they also have significant limitations:

Inaccuracies: AI models may have a tendency to blend or fabricate information.
Lack of source attribution: Content from AI may not credit its original sources.
Biases: Any biases present in the data used to train AI can become amplified in the model’s outputs.
Limitations in human-like thinking: AI tools simulate intelligence but do not replicate the depth and nuance of human cognition.
Data privacy concerns: Most AI tools have license agreements granting them access to any data you input. This includes student information and assessments, which must be protected.
Overreliance: Students may become overly reliant on AI, which could potentially hinder their learning.

Many concerns about AI, student usage, and its overall impact are unverified, leading to further confusion in this space. A rigorous, collaborative and investigative approach is essential to understanding AI’s true capabilities and limitations.

By being well informed about the use of AI, we can help students use these tools effectively while maintaining academic integrity and protecting learner autonomy.

Talking with your students about AI

Students are looking for more guidance about how to use AI effectively in their courses.

Research at UQ, led by Kelly Matthews with Christine Slade, is exploring how students are using AI. Winter research students Claudia Maya and Alessandra Tran developed a guide for staff (PDF, 217.3 KB) based on this work highlighting students’:

uncertainty about AI in their studies
desire for further guidance
trust through transparency when using AI
connection and compassion.

As academics, we play a crucial role in preparing our students to navigate a future shaped by AI. This involves not only thinking about how AI is used in our disciplines but also ensuring that students are equipped to use it ethically and effectively in their studies and future careers.

Addressing AI in your course assessment

AI presents both opportunities and challenges for learning and assessment. To support students, it’s important to clearly articulate expectations about the use of AI in your course assessments and to foster open discussions about AI’s role in your course. Utilise the Introduction to AI, UQ Support and your assessment slides (PPTX, 24.2 MB) for informational and assessment examples that you can reference in your course and presentation materials. These slides were last updated 4 February 2025.

Clarify expectations

Reinforce the guidance in course profiles about when and how AI can be used in assessments.
Provide specific examples of acceptable uses, to clarify effective use versus academic misconduct. This is particularly important, as AI usage policies may differ across courses.

Explain the rationale behind AI decisions

Clearly communicate how assessment and learning activities are designed to help students achieve learning outcomes.
Explain why decisions about AI were made in relation to assessment tasks. When students understand why an activity matters, they are more likely to engage actively, rather than rely on AI to do the work for them.

Provide guidance on acknowledging or citing AI

Be explicit about when and how AI should be acknowledged or cited in your course.
Share examples and direct students to the relevant UQ Library’s guidance on referencing AI.
Model these practices in your teaching to build trust and to set clear expectations.
Example guidance for students acknowledging AI use adapted from Dr Peter Worthy (PPTX).

Supporting students’ effective use of AI

Students are already integrating AI into their studies and lives — over 80% of UQ students report using AI in their academic work.

To help students make informed decisions:

Educate on responsible AI use

Provide advice on how AI can be used effectively to support learning.
Highlight the risks of over-reliance on AI, showing how it can undermine learning when misused.

Facilitate conversations about AI ethics

Recognise the diverse views students may have on the ethical use of AI, which may differ from your own.
Explore real-world examples of ethical dilemmas involving AI and encourage critical discussions in your classes.

Build trust through transparency

Help students understand both the opportunities and limitations of AI in your discipline.
Showcase how AI can be used as a tool for learning while being transparent about its challenges.

By proactively addressing these considerations, we can empower our students to use AI as a tool for learning, growth and professional success — while fostering a deeper understanding of its implications.