Much of the reporting around artificial intelligence (AI) in education raises concerns that it is driving a tide of plagiarism and cheating, which could overwhelm schools.
However, a report from Scotland’s national assessment and qualifications body suggests that many students are reluctant to use AI in case they are accused of cheating.
Many also say that schools have not been clear enough in advising when students can use AI and when it would be a bad idea.
Today’s report from the Scottish Qualifications Authority (SQA) asked 2,687 students (the majority in school - 1,787 - with the rest attending college or other training providers) about their experiences and attitudes towards generative AI.
Some 66 per cent of school students reported having used AI, higher than in further education colleges (57 per cent). ChatGPT is by far the most commonly used AI tool among students (72 per cent), followed by Snapchat (17 per cent) and Gemini (8 per cent).
Students are cautious about AI
However, there is much caution among students about AI, according to the report, Generative Artificial Intelligence in Scottish Education: Learner Experiences and Attitudes in Schools and Colleges.
The biggest factor discouraging the use of AI is fear of being seen to be cheating (mentioned by 64 per cent of school students).
Students are also concerned about AI’s impact on skills, with some believing that AI use is “lazy” and will undermine learning and critical thinking.
One student in a private school said: “I think that in school, [AI] will do nothing but make students lazier, so it shouldn’t be allowed. Working things out on your own or with a teacher is usually the best way to retain information and to additionally learn real-life lessons.”
The trustworthiness and authenticity of AI is also a concern, with many students worried about fake, inaccurate or biased content.
Other concerns expressed by students include: the environmental impact of AI; job losses; and the ethics of AI using the work of artists and creatives.
Another young person in a state school said: “While AI definitely has important uses as a tool, GenAI is being used incorrectly. It steals from artists, writers and other creatives without giving credit.”
Demand for clearer advice from schools
The report - written by Maggie Mroczkowski, Jamie Lawson and Jake Green - finds that students want better guidance and education about AI.
Only 55 per cent of school students felt their centre had been clear about when and how they should be using AI (33 per cent “agreed” that schools had been clear, 22 per cent “strongly agreed”).
The vast majority of students (79 per cent) get most of their information about AI from social media, with teachers or lecturers cited by only 31 per cent of all respondents.
The three most common factors that encourage school students to use AI are: getting instant help or support (53 per cent); saving time (51 per cent); and the prospect of improving the quality of their work (45 per cent).
Male students are more positive about AI and more likely to use it.
Black and minority-ethnic students and those with additional support needs are less likely to use AI than their peers, and tend to have more negative attitudes toward it.
Socioeconomic status, however, indicated no significant difference in AI use or attitudes.
The SQA report concludes: “Learners value AI’s potential to save time, support learning, and provide tailored help, particularly for summarising information and generating ideas.”
It adds: “However, they have clear concerns about the trustworthiness of AI output and its potential negative impact on skills, creativity, and jobs. Learners worry about being perceived as cheating when they use AI, and raised broader ethical, environmental and social concerns about the rise of the technology.”
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