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Journalism of Courage
In a world increasingly shaped by artificial intelligence, a report from the University of Southern California (USC) reveals a striking trend, wherein most college students are using AI tools like ChatGPT to get quick answers; however, they don’t use it to deepen their understanding. For deep understanding, AI tools are not used unless professors actively guide them toward more meaningful engagement.
Released by the USC Centre for Generative AI and Society, the report highlights how students and educators from the United States, India, Qatar, Colombia, and the Philippines are adapting to generative AI.
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A national survey of 1,000 US college students found that the majority turn to AI for executive help — fast, low-effort solutions to academic tasks. Far fewer use it for instrumental help, which involves clarifying concepts, building skills, and supporting independent learning.
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But when professors encourage thoughtful use of AI, students are significantly more likely to engage with it as a learning tool.
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“Generative AI is here and already having an impact,” said Stephen J Aguilar, associate professor at USC Rossier School of Education. “What matters now is whether we use it to deepen learning or to avoid it.”
A companion survey of 1,505 educators from the U.S., India, Qatar, Colombia, and the Philippines revealed widespread concerns about plagiarism, reduced creativity, and inconsistent institutional support.
Yet, optimism remains strong with 72 per cent of teachers saying AI helps streamline routine tasks, 73 per cent believing it can improve student outcomes, and 69 per cent see potential for personalised learning.
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Indian educators ranked high in confidence using AI, just behind the US., though classroom adoption remains limited. The report calls for clearer policies and stronger institutional backing to bridge this gap.
The report urges educators and policymakers to promote instrumental AI use that fosters deeper learning.
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It also advocates for AI tools designed with built-in scaffolds to support reflection and revision, expanded professional development for teachers, and equity-focused policies to ensure fair access.
