Student AI Survey Dashboard

University of St. Thomas - AI Technology Adoption & Perceptions (Spring 2025)
450
Total Responses
All Students
83%
Use AI for Coursework
At least occasionally
28%
Daily/Weekly Users
Regular AI usage
28%
Training Interest
Likely to attend workshops

AI Usage Frequency Distribution

Tool Adoption & Awareness

Usage Frequency by Gender

Gender Daily Weekly Occasionally Rarely Never Total (n)
Male/Man 13% 26% 19% 13% 15% 179
Female/Woman 8% 15% 24% 15% 20% 216
Non-binary 0% 11% 11% 0% 78% 9
Other/Prefer not to say 5% 20% 15% 25% 35% 46

Student Confidence Levels: "I can effectively use AI tools for academic purposes"

Percentage of students who agree/disagree with each statement

What Students Use AI For

Primary Student Concerns

Support Needed from University

Support Resources Needed

Training Workshop Interest

Preferred Learning Format

Open-Ended Response Themes

Analysis of 57 detailed student responses reveals key concerns and perspectives
26%
Concerns about academic integrity
23%
Need for clear policies
18%
Professor guidance needed
16%
Ethical considerations
9%
Learning effectiveness
8%
Tool accessibility

Notable Student Perspectives:

On Education Approach: "I don't think any restrictions will stop students from using AI, so the best we can do is educate them on the risks involved, how to use it effectively, and alternatives."
On Faculty Support: "FYEX would be a good way to teach students how to ethically use and communicate with LLMs or just AI in general, as well as making sure you're following the teachers' syllabus so they don't get marked down for AI misuse."
On Student Confidence: "I feel like AI users have a tendency to abdicate belief in their own abilities. The use is not 'I want this to parse this for me' but rather 'I can't do this myself.'"

Key Insights & Recommendations

• Gender Disparities in Usage: Male students show higher daily/weekly usage (39%) compared to female students (23%), while non-binary students show the lowest adoption (11% regular users, 78% never use). This suggests the need for inclusive AI education approaches that address different comfort levels and potential barriers across gender identities.
• Confidence-Competence Gap: While 83% of students use AI tools, only 48% feel they can effectively use them for academics, and just 30% know where to find resources to improve. Most concerning: only 19% use AI for teamwork and 35% for problem-solving, indicating students primarily use AI for basic tasks rather than advanced applications.
• Ethical Understanding vs. Practice: 62% of students report understanding ethical considerations and AI policies, yet open responses reveal significant confusion about what constitutes appropriate use. Students report professors are "horrible at explaining" AI policies, leading to fear of false accusations and uncertainty about boundaries.
• Usage Patterns Reveal Surface-Level Engagement: 37% of students primarily use AI for idea generation, then write independently, while only 7% directly submit AI-generated content. This suggests most students use AI as a brainstorming tool rather than a writing replacement, but may not be leveraging its full potential for learning enhancement.
• Training Paradox: Despite low confidence and high concerns, only 28% of students are likely to attend AI training workshops. Students prefer online self-paced modules (24%) and faculty-led classroom discussions (23%) over traditional workshops (9%), indicating the need for integrated, flexible learning approaches rather than standalone training sessions.
• School-Specific Strategies Needed: Engineering shows highest adoption (89%) but students still lack advanced skills. Law and Seminary show conservative adoption (73% and 67%), potentially missing opportunities. Health and Education students express highest concerns about skill degradation, requiring targeted reassurance and skill-building approaches.