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Studiosity 2025 - Digital Natives: How Students Are Navigating the AI Revolution in Higher Education

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Students worldwide are rapidly adopting AI tools for education, with Middle Eastern students leading this digital revolution. We unpack findings from a global survey of over 10,000 students, revealing how expectations, usage patterns, and concerns vary across regions.

• 70% of students in Saudi Arabia and UAE expect universities to provide AI support tools
• Students primarily use AI for confidence (25%), saving time (17%), and improving grades (17%)
• Top-performing students show much higher confidence with AI tools than struggling ones
• 56% of students report feeling stressed when using AI, mainly about plagiarism concerns
• Contrary to expectations, 61% of students report increased interaction with peers due to AI
• Distance learners particularly benefit from AI as a bridge for connection
• Students remain optimistic about job prospects but show complex attitudes toward traditional skills
• Universities face the challenge of integrating AI while preserving critical thinking abilities


Speaker 1:

Welcome to the Deep Dive. Today we're really plunging into something huge generative AI, huge yeah. But specifically how students are seeing it, how you're using it. We've got some fascinating insights, absolutely. Did you know, for instance, that in places like Saudi Arabia and the UAE, over two-thirds of students? They're not just like dabbling in AI.

Speaker 2:

No, not at all.

Speaker 1:

They actually expect their universities to provide AI support tools. That's well, that's a massive shift, isn't it?

Speaker 2:

It really is, and that's our mission today right To kind of dig into the findings from this big global student well-being survey. It's not just about what they're doing with AI, but you know, what do they really expect? How's it changing things? And what about the stress, the opportunity?

Speaker 1:

Exactly. And this survey, it's not just a quick poll. We're talking what? Over 10,000 students.

Speaker 2:

Yeah, 10,224 to be precise, Global reach.

Speaker 1:

UK, us, canada, New, zealand, singapore, australia.

Speaker 2:

UAE.

Speaker 1:

Saudi Arabia, ksa A real mix, while it's global. We're going to zoom in a bit on the Middle East today because, wow, the numbers there. They really stand out.

Speaker 2:

They certainly do. So let's jump into this AI-ready generation, as we're calling them.

Speaker 1:

Okay.

Speaker 2:

The survey found these striking regional differences, and I mean the Middle East really is the headline here. Expectations are sky high.

Speaker 1:

Like you said, 69% in the UAE, 70% in KSA expecting university AI tools Exactly, and over half 54% in KSA expecting university AI tools.

Speaker 2:

Exactly, and over half 54% of Middle Eastern students specifically, they expect AI-powered feedback tools. Think about that.

Speaker 1:

It's not just a nice to have anymore.

Speaker 2:

Not at all. It's becoming like a core expectation of the educational experience. They want the curriculum, sure, but they also want the tools for the future.

Speaker 1:

And it's not just expectation, is it? They're actually using this stuff a lot.

Speaker 2:

Oh, definitely. Look at KSA 53% over half use AI tools regularly for assignments or studying.

Speaker 1:

Regularly.

Speaker 2:

And another 31% use them a few times. So you're looking at what 84% engagement. It's almost universal.

Speaker 1:

Wow. So okay, when they do use these tools, maybe the ones provided by the uni, or just generally, what's the main driver? What are they trying to achieve?

Speaker 2:

Good question. The data shows a few key things. Number one for about a quarter globally confidence.

Speaker 1:

Confidence, how so?

Speaker 2:

Just checking their work, making sure they're on the right track, feeling secure. You know we saw that consistently Australia, uae, ksa all around that 19-25% mark.

Speaker 1:

Okay, makes sense, get some reassurance. What else?

Speaker 2:

Speed About 17% globally value AI for saving time. On getting feedback, we're talking minutes, not days. Ah, that instant feedback loop Cutting down the waiting anxiety Day-sicely. New Zealand was high on this, but UAE and KSA were right up there too around 18%. Okay, confidence, too around 18%.

Speaker 1:

Okay, confidence, speed, anything else major?

Speaker 2:

Yep Grades another 17% globally. Use it specifically to improve their work before they hand it in.

Speaker 1:

Right, polishing it up for a better market.

Speaker 2:

Exactly UK, uae, ksa, again showing similar numbers there. And here's one I found really interesting Skills.

Speaker 1:

Skills, as in learning how to use AI.

Speaker 2:

Yeah, 14% globally said they use the tool simply to learn how to use AI tools better and get this in KSA that jumps to 25% Way higher than average.

Speaker 1:

So it's not just about the assignment in front of them, it's about tooling up for the future.

Speaker 2:

Absolutely. They see where things are going. It's about building those future-proof competencies.

Speaker 1:

And you hear that directly from students in the survey, don't you?

Speaker 2:

Yeah.

Speaker 1:

We saw comments like AI is a fast-growing pace and it's better to adjust yourself and learn. Simple as that, yeah, straightforward. Another one said, because it looks like it's going to be necessary in the future, Just pragmatic. And then there was the practical feedback, like, like my university is trying to adapt but it feels slow. More training and faster access would help students better.

Speaker 2:

That's a really clear call to action for institutions, isn't it? They need to keep pace with student needs and, frankly, their usage.

Speaker 1:

Definitely so. Ok, there's this eagerness, this high expectation, but you mentioned confidence earlier, in a slightly different way to confidence in their own ability to learn using AI.

Speaker 2:

Yes, exactly, and generally students feel quite confident in the UA 71 percent feel moderately confident or more about learning and improving skills with Gen-Ai. Ksa is similar. Sixty two percent at least moderately confident.

Speaker 1:

OK, so they feel capable.

Speaker 2:

They do. But here's where it gets really interesting, maybe even a bit paradoxical. There's a correlation with grades. That honestly surprised me a little. Oh go on Well the students getting the highest marks. Distinctions like 85% and above. They show much higher levels of being extremely confident using AI 21% of them.

Speaker 1:

Okay, and the contrast.

Speaker 2:

Contrast that with students who are failing, scoring below 50 percent. Among them, 16 percent say they're not at all confident learning with AI.

Speaker 1:

Wow. So wait, it's not necessarily the struggling students who feel most empowered by AI.

Speaker 2:

It suggests not, or at least not universally. It hints that AI might actually be more effectively leveraged by those already succeeding. Maybe it acts as an accelerator for high achievers.

Speaker 1:

Which could potentially widen the achievement gap.

Speaker 2:

That's the concern, isn't it? If access or the skill to use AI effectively isn't evenly distributed, it could exacerbate existing inequalities.

Speaker 1:

Yeah, that's a really important point. But even with that confidence among many, it's clear this isn't a stress-free zone. You mentioned stress earlier.

Speaker 2:

Absolutely. This is the double-edged sword part of the story. The survey really highlighted this.

Speaker 1:

So what are the numbers there?

Speaker 2:

Well, general study stress is high. 70% of UAE students report constant stress about studying overall. That's a baseline.

Speaker 1:

Okay, high baseline.

Speaker 2:

But then specifically when using AI tools. 56% of students overall report feeling stressed More than half.

Speaker 1:

So using the tool itself adds another layer of anxiety for many. What are they actually worried about?

Speaker 2:

Several big things pop up again and again. Plagiarism and authenticity are huge.

Speaker 1:

Right the fear of crossing a line, accidentally or not.

Speaker 2:

Exactly. You see quotes like I don't feel safe using AI, risk of being accused of plagiarism or simply worried about plagiarism, and if the content is authentic.

Speaker 1:

And sometimes it's more blunt, isn't it?

Speaker 2:

Yeah, like the only worry is of being found out by the teacher, just that raw fear of detection.

Speaker 1:

That's quite telling Any other major stress points.

Speaker 2:

Data privacy comes up, you know, fear of my account, personal banking data being hacked. That's a very modern anxiety tied to these tools, understandable, and just the general fear of getting it wrong, of professors seeing through it. One student said whenever I use AI tools I get slightly stressed, worried that my professor might see through it and fail me.

Speaker 1:

It paints a picture of students navigating a really tricky space. Yeah students navigating a really tricky space trying to use these powerful tools while managing these very real fears about academic integrity, security and just failure.

Speaker 2:

It really does. And we have to remember, amidst all this enthusiasm and expectation, there's also a group of students pushing back.

Speaker 1:

Oh yes, the ones who don't want the university pushing AI tools.

Speaker 2:

Exactly. It's important to hear that perspective too. Some students have strong reservations. What's?

Speaker 1:

their main argument.

Speaker 2:

It often boils down to a concern that AI encourages laziness or that it stops students from developing critical thinking skills. They feel it undermines the actual learning process.

Speaker 1:

Kind of a philosophical objection almost.

Speaker 2:

You could say that we saw comments like because artificial intelligence teaches students laziness and not to research and put in a lot of effort.

Speaker 1:

Pretty direct.

Speaker 2:

Or, even more bluntly, students will not use their brain and will only rely on tools. It raises that fundamental question are we helping them think or helping them bypass thinking?

Speaker 1:

That's a crucial debate. Okay, so let's widen the lens a bit. We've talked individual use stress expectations. What about the ripple effects? How is this impacting university life more broadly, like interactions and even future job prospects?

Speaker 2:

Right. Well, first, universities seem to be getting the message, at least somewhat. Students feel their institutions are adapting.

Speaker 1:

Oh, really, yeah. What do the numbers say there?

Speaker 2:

In the UAE, 72% agreed their university is moving fast enough on AI support, and in KSA, 70% expect their uni to provide access to Gen AI tools.

Speaker 1:

So there's perception of movement.

Speaker 2:

Yes, and given that, as we heard, 94% of students are using AI for assignments anyway, universities almost have to engage, provide some guidance, some official tools. Maybe it's already embedded?

Speaker 1:

It's part of the workflow now. Okay, so if it's so embedded, how's it changing? You know the human element, talking to classmates, talking to teachers, more or less interaction.

Speaker 2:

This was one of the most nuanced findings, I thought. Overall, globally, 61% actually reported increased interaction with peers and teachers because of AI.

Speaker 1:

Okay, that's maybe not what you'd first assume.

Speaker 2:

Right. But dig deeper and it gets complicated.

Speaker 1:

Certain fields medicine, nursing, specifically, they reported decreased interaction. Why do you think?

Speaker 2:

Hard to say for sure. Maybe the nature of the work or perhaps AI helps them find specific answers faster, reducing the need for consultation. Also, interestingly, the highest achieving students, those distinction distinction folks yeah, they also reported decreased interaction compared to others.

Speaker 1:

The high achievers again. So maybe AI makes them more self-sufficient, less need to collaborate or ask questions.

Speaker 2:

Could be, or perhaps the interactions they do have become more focused, more specific, so the overall quantity drops. It's fascinating. We need more research there.

Speaker 1:

Definitely. And does it matter where you're learning, like online, versus on campus?

Speaker 2:

Yes, that made a difference too. Distance learners, the away from campus distance only group 46% of them reported much more interaction thanks to AI.

Speaker 1:

Ah, so AI is bridging the physical gap for them.

Speaker 2:

Seems like it. It facilitates connection when you're remote. Interestingly, the same percentage 46% of on-campus only students also reported much more interaction. So AI boosts interaction in both settings, but perhaps especially critical for distance learners.

Speaker 1:

Okay, that makes sense. Finally, let's look ahead Employability. Are students feeling optimistic about jobs after graduation, and how does AI factor into the skills they think they need?

Speaker 2:

Generally, yeah, pretty optimistic. 63% overall feel confident about landing a job in their field within six months. That's quite positive.

Speaker 1:

Good to hear Any warning signs or interesting wrinkles in the data there.

Speaker 2:

One potential flag came from part-time students. Wrinkles in the data there. One potential flag came from part-time students. Okay, they were less likely than the overall student body 68% versus 74% to agree that strong English writing and communication skills are essential for getting a job. Huh.

Speaker 1:

Why might that be? Are they thinking AI can handle the writing? Or is it something else about being part-time?

Speaker 2:

Could be either or both. Maybe they see AI compensating for those skills, or perhaps their specific part-time work contexts place less emphasis on formal writing, or maybe they just need more support in developing those skills alongside their studies and work. It's definitely an area worth watching.

Speaker 1:

It really is, wow. So, summing this all up, it's been quite the journey through this data.

Speaker 2:

It has.

Speaker 1:

Students are clearly, you know, jumping in feet first with AI. They see the potential efficiency, learning new skills, getting ready for work.

Speaker 2:

Totally, they're proactive adopters.

Speaker 1:

But at the same time there's this whole undercurrent of anxiety. Isn't there Worries about cheating, plagiarism? Data authenticity Significant concerns and even how it changes basic human interaction and maybe devalues foundational skills like writing. It's it's incredibly complex.

Speaker 2:

It really is. They're navigating this tension daily the desire for the tools, but also the fear of the consequences.

Speaker 1:

So, thinking about all that, the eagerness and the anxiety living side by side, it leaves us with a pretty big question, doesn't it? For educators, for universities, for everyone involved?

Speaker 2:

Yeah, what's the takeaway challenge?

Speaker 1:

Maybe it's this, given that students want the AI support, but they're also scared of relying on it too much or losing connection, how can institutions actually weave AI into education in a way that truly boosts learning, sharpens critical thinking, encourages collaboration?

Speaker 2:

Instead of, just you know, accidentally making things worse or diminishing those core skills.

Speaker 1:

Exactly. How do you get the benefits without deepening the divides or creating new problems?

Speaker 2:

That's the question. Isn't it Strategically integrating it, not just for efficiency, but for genuine enhancement of human capability? That's the challenge for this AI-ready generation.

Speaker 1:

A challenge that will definitely shape the future of learning. Thanks for unpacking all that with us.

Speaker 2:

My pleasure Fascinating stuff.