A new survey, the 2025 UK Student Wellbeing Survey, conducted by YouGov for Studiosity, reveals that AI tools are increasingly becoming a staple for students across the UK, with 64% of them using AI in their studies. The findings show that international students are particularly enthusiastic, with 88% reporting the use of AI tools, far surpassing the 61% of domestic students. This trend is especially prominent in business courses, where 89% of business students are making use of AI tools, likely linked to the high number of international students enrolled in these programmes.
The data also highlights a gender and geographical divide. Female students are less likely to use AI, with 41% stating they have never used such tools, compared to only 21% of male students. Meanwhile, students in London have the highest usage rate at 78%, pointing to a possible urban-rural difference in access and familiarity with AI technology.
Despite the widespread use of AI, student expectations suggest that universities are not keeping pace with the technology. Only 47% of students believe their institutions are adapting quickly enough to provide the necessary AI support tools. This marks an 11% improvement from last year, but after a year of rapid AI development, the gap remains a significant concern for many students. In fact, 60% of students report feeling stressed about using AI tools.
Interestingly, AI tool usage appears to correlate with levels of stress. The survey found that 50% of students who regularly use AI to assist with assignments or studies report that “fear of failing” is one of their top three study stressors. This contrasts with students who rarely or never use AI, where a significantly higher percentage (69%) rank “fear of failing” as their top concern. Stress related to balancing commitments and preparing for exams was also prevalent, with 52% and 41% of students, respectively, listing these as major stress factors.
Students’ desire for AI support from universities is also revealing. A holistic approach to AI policy could potentially improve wellbeing, as students increasingly value “confidence” (25%) over “speed” (16%) when seeking AI feedback and support. Female students, in particular, emphasise the importance of building confidence with AI tools (29% vs. 20% of males), while international students place more importance on developing skills (20%) compared to their domestic counterparts (11%).
The survey also shows a positive correlation between a sense of belonging at university and AI usage. Among students who feel part of their university community, 69% use AI tools to assist with their studies, compared to just 47% of those who do not feel they belong. This points to AI’s role in fostering inclusion and improving academic experiences for students, particularly those from underrepresented groups.
Commenting on the findings, Professor Judyth Sachs, Chief Academic Officer at Studiosity, said that while AI holds significant potential to enhance learning, it is essential for universities to implement clear policies that prioritise learning and ethical AI usage. She warned that generative AI tools, if not carefully managed, could undermine cognitive development, with students resorting to ‘getting it done’ rather than truly learning.
However, despite concerns among academics over the potential impact of AI on peer and teacher interactions, students themselves largely remain neutral on the issue. A significant portion of students (63%) said AI has not noticeably impacted their interactions with peers or teachers.
In response to the survey, Isabelle Bambury, Managing Director for Studiosity UK and Europe, emphasised that universities must adapt quickly to equip students with the right AI tools that foster learning and ensure ethical usage. As institutions begin implementing AI-for-Learning support, it is clear that this technology is here to stay, with students expressing a desire to learn how to use it responsibly, both in their studies and in preparation for their future careers.