AI Takes Over Campus: The New Study Revolution.
Artificial Intelligence is no longer a distant concept discussed in tech circles. It spreads across rooms to lecture halls, tools such as ChatGPT are increasingly shaping how university students study, write assignments, and prepare for exams. As AI becomes more embedded in academic life, a central question emerges: are students learning less, or simply learning differently?
At the University of Hertfordshire, students and lecturers are navigating this shift in contrasting ways. While some embrace AI as a study companion, others deliberately choose to keep their distance, raising important questions about independence, ethics, and the future of learning.
For Ada, a Postgraduate Holder at the University of Hertfordshire, AI has not been part of my academic study routine. “While my classmates explore ChatGPT and other AI assistants, they have preferred to rely on more traditional methods. I mostly used textbooks online, lecture notes, scholarly publications, and discussions with classmates or tutors.”
Their decision is deliberate, a way to stay connected to the learning process rather than letting technology mediate it. “I didn’t employ AI for essays, summaries, or research,” they say. “I focused on taking my own notes, reading source materials, and practising critical thinking by breaking down information by myself.”
For this student, AI’s convenience isn’t worth the trade-off in independence. “I depended more on lecturers, academic materials, library research, and study groups,” they add. “These techniques worked well for me. They improved my understanding and boosted my confidence in the subject.”
While many students use AI to save time or generate ideas, Ada believes their slower, manual approach helps them learn better. “Because I didn’t use AI, the learning process took a bit longer,” they admit, “but it led to greater understanding.” Instead of relying on quick explanations, they spent more time analysing and summarising texts, building their own interpretations from scratch. “Engaging directly with materials meant I had to think critically,” they explain. “It made me more confident in forming my own arguments and understanding complex ideas”.
Their perspective highlights a growing divide on campus, between those who see AI as a powerful aid for efficiency, and those who believe true learning still requires effort, time and human thought. Even without using it personally, Ada recognizes that AI is shaping the future of higher education. “AI is anticipated to have an impact on education by improving access to knowledge and delivering tailored instruction,” they say. But they also see a risk in overuse. “When used excessively, it may reduce independent critical thinking. Balancing AI support with self-directed learning will be critical for keeping strong analytical and problem-solving abilities.”That balance between technology and tradition is at the heart of the current debate in universities. And while some students choose to keep AI at arm’s length, lecturers are adapting to ensure learning remains meaningful, even as these new tools spread rapidly.
Dr Jonathan Smith, a senior lecturer at the University of Hertfordshire, has seen this transformation firsthand. “Yes, there has been a growing trend of students using AI more,” he says. From his experience, AI is no longer a fringe phenomenon but a visible presence in academic life. “You can tell when a student has used AI,” he adds. “Sometimes it’s obvious, especially when a student uses an AI generated voice for radio or media work, because I know my students’ voices.”For Dr. Smith, identifying AI assisted work can be challenging, but the signs are often there. “There are systems in place, but sometimes you just know from the tone or the quality of writing,” he explains. The shift has prompted lecturers to rethink how they design assessments to maintain authenticity.
has changed how we design assignments,” Dr Smith admits. “We’re creating tasks that make it more challenging to use AI such as in class presentations, audio and video submissions, or reflective essays.” These forms of assessment, he says, make it easier to gauge a student’s genuine understanding and creative thinking. Rather than viewing AI as an obstacle, he sees it as a catalyst for change in teaching methods. “It’s made us rethink how we test real learning,” he notes. “Instead of essays that can be easily generated, we’re focusing more on personal engagement, interpretation, and application things AI can’t easily replicate.Ethical Use and ResponsibilityWhen it comes to responsible use, Dr Smith’s advice to students is clear. “Think about the ethical implications,” he says. “Students should also consider if they’re really learning what they’re studying. If a student uses AI to create an essay, have they truly researched and expanded their knowledge? Probably not.”He believes universities must go beyond enforcement and teach students digital ethics and AI literacy. “AI isn’t the problem,” he says. “The problem is how it’s used. If students rely on it too heavily, they risk missing out on the deeper understanding that comes from doing the hard work themselves.”
The Next PhaseLooking ahead, Dr. Smith expects AI to become even more embedded in higher education bringing both opportunities and complications. “There will be more challenges ahead as AI develops and advances,” he says. “It’s likely that more content and student assignments will be created using AI”.The prediction mirrors a global shift in academia. Universities across the UK and beyond are already revising academic policies, experimenting with AI detection software, and introducing new modules on ethical AI use. The goal is not to eliminate AI but to help students use it intelligently and transparently.Balancing Innovation & IntegrityAt the University of Hertfordshire, the experiences of both students and lecturers show the complexity of this moment. Some students find AI to be a powerful assistant for brainstorming, writing, and revision; others, like Ada, prefer the satisfaction of learning without shortcuts. Meanwhile, educators like Dr. Smith are redesigning how learning is measured, ensuring that genuine understanding remains at the core of assessment.This evolving balance between technological innovation and academic integrity defines the new era of university education. AI may accelerate learning, but it also raises a question that every student and teacher must answer: what does it really mean to learn?Conclusion: The Human Element in a Digital AgeAs AI tools like ChatGPT continue to spread through university life, one thing is certain, education will never be quite the same. For students like Ada who prefer to study the “traditional” way, AI represents both a temptation and a test of discipline. For lecturers like Dr Smith, it’s a reminder that teaching must keep evolving. “AI isn’t going anywhere,” Dr Smith says. “The challenge now is to make sure it supports learning rather than replacing it”.Whether through handwritten notes, library books, or digital prompts, the essence of learning remains the same curiosity, effort, and understanding. In that sense, no matter how advanced AI becomes, the human mind still has the final word.
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