What do your students think of using AI for their schoolwork? What do they view to be appropriate use of AI for homework?
New research involving almost 4,000 students aged 13-18 in the UK has found many are divided about what appropriate use of AI in their homework is. The study – published by Oxford University Press (n.d.) – involved both a survey and qualitative research that explored what role teenagers see AI playing in their education and how they approach using AI in their schoolwork. The survey heard from 3,100 13-18-year-olds and additional qualitative school studies involved 700 students of the same age.
Overall, only 16% of participants expressed concern about the impact of AI on their education – citing misinformation, environmental impact, laziness and a lack of creativity as their reasons for holding concerns. On the other hand, more than one-third (39%) said they are more excited than worried about the impact of AI on their education. The report includes some students’ reasoning for holding this view:
‘Because it is bringing us up to date with the latest technology available in our school, whilst maintaining traditional teaching methods.’
‘Because when a teacher is busy helping others, I can use AI to guide me with the parts of the lesson I don’t understand, instead of sitting clueless.’
AI use for homework
The survey component of the research asked students specifically about their AI use for completing homework, and results show use is varied. One in 4 (24%) said they regularly seek out AI tools, one in 3 (34%) said they use AI when it is suggested by their teachers, and just over one in 10 (13%) said they will use AI if their friends have done the same.
‘Appropriate use is a grey area as students are unclear on what constitutes cheating,’ the report says.
When asked for their views on what kinds of AI usage constitutes cheating, almost half (44%) said they think it is cheating to use AI to complete all of their homework. Almost one-third (31%) think using an AI tool to complete homework for them that they will read through and make changes to afterwards is cheating, and around one-fifth (19%) said using an AI tool to ask questions if they don’t understand something is cheating. The same proportion (19%) think it is cheating to use AI to review their homework and make corrections or improvements, and 18% think it is cheating to ask an AI tool to give them homework ideas or tips.
For which tasks do students turn to AI?
Part of the qualitative school studies included asking participants to write a short paragraph in answer to the question ‘What impact do you think Generative AI is having on your education?’ They were told: ‘There is no right or wrong answer, we want to hear your honest opinions. You can use a Generative AI tool for this task if you like. There is no limit or restrictions on how you use the tool.’
Interestingly, of those who had access to AI, the vast majority (72%) decided not to use it for the writing exercise. Of those who didn’t have access to AI, only 23% said they would have liked to use it. Students gave various reasons why they didn’t want to use AI for the task:
‘I would rather my work for a survey to be my own, as AI doesn’t know me as well as myself.’
‘It wouldn’t be actually what I truly think, it would be a vague interpretation of what I’ve told a robot to expand on, and it might not even make sense.’
‘AI doesn’t have opinions so it can’t write what you are thinking and what you believe and sometimes it gives you fake information.’
Those who did decide to use AI to help them with the writing task also gave reasons for doing so. Their responses included:
‘Helped me organise my ideas clearly and quickly.’
‘It’s easier and takes less time and effort.’
‘Because I was too lazy to write it out myself.’
What support would students like from their teachers?
With technology evolving so rapidly – and as research and evidence still emerges – students can offer useful insights for teachers considering how they can integrate AI use in their classrooms.
This survey asked students what supports they would like from their school, and the vast majority (77%) said they’d like to see their teachers use AI to support lessons. Specifically, 25% said they would like to see their teachers use AI tools to make complex work easier for them to understand, 18% said they’d like to see teachers use AI to plan fun lessons, and 14% would like to see their teacher use AI to help with exam practice questions. Conversely, 15% said they don’t want teachers using AI to support lessons.
Respondents also outlined the skills they believe they need to be able to use AI more effectively for schoolwork. Some areas mentioned included guidance on how to write prompts more effectively, directions to ensure they are not ‘cheating’, and information on how to use AI tools for meaningful revision.
Students also understood the skills and attributes their teachers possess that AI tools don’t:
‘Being a real empathetic human that has spent years of their life to get the knowledge necessary to teach well.’
‘Understanding when a student is struggling and explaining things in a different way until it clicks. Also noticing if someone is upset or needs extra help.’
‘A personality that brings the subject to life.’
The teachers’ perspective
Finally, the research also captured teachers’ perspectives on student views of AI and asked them what supports they would find helpful for themselves when it comes to AI use at school. Their responses included:
‘Resources for teaching students how to use AI in a safe and productive way. Model policy documents.’
‘I would like to share ideas more in a productive [and] supportive environment. Shared examples of what went well and times where AI has not worked effectively. I would like clearer guidelines on how to use AI safely and training on how to support pupils in using AI properly. I would love to use AI more effectively given the tools and training.’
References
Oxford University Press (n.d.). Navigating AI in Education: Pupils’ perspectives on the role of AI in the classroom. https://fdslive.oup.com/www.oup.com/oxed/research-reports/Navigating_AI_in_Education_Research_Report_June2026.pdf?region=uk
Have you asked your students how they’re currently using AI? What are the most common uses?
Do you explicitly talk to students about appropriate use of AI? Does this extend to homework?
