In the February edition of Edubytes, our guest editor is Andrea Han, Associate Director, Curriculum and Course Services at the Centre for Teaching, Learning and Technology. She highlights results from over 3,000 UBC students on their perception and use of Generative AI, along with additional insights and resources on the subject.
How are UBC students using Generative AI?
There has been a long history of resistance and concern about how tools that educators did not use as students negatively impact learners. From Socrates, who argued writing would impede learning, to the broad resistance in allowing students to use calculators and later laptops in the classroom, these tools have eventually become both ubiquitous and valuable in supporting student learning. Generative AI (GenAI) has reignited this debate, with many assuming students are using tools such as ChatGPT in ways that inhibit their learning. Yet, reports like the most recent Pan-Canadian Report on Digital Learning, indicate there is a strong consensus among survey respondents that GenAI will become a normal part of post-secondary education within a few years.
In preparation for the 2025 GenAI in Teaching and Learning Symposium, we asked UBC students about their use of GenAI. We heard from over 3,000 students on both campuses (75% UBC Vancouver, 25% UBC Okanagan) and from both undergraduate (84%) and graduate students (16%). While 16% of students indicated they used GenAI five days a week, a surprising number of students (22%) shared that they’ve never used GenAI for their personal learning or as a part of a UBC course. Of those who do use GenAI, the most frequently reported applications were searching for information (64%), checking their writing (55%), and summarizing documents (51%).
Students also shared a number of concerns and recommendations for both UBC leadership and UBC faculty. For more information about student perspectives on use of GenAI, please see How are UBC students using generative AI?.
Additional resources
Generative AI adoption index survey 2024
This survey of over 2,606 Canadians (aged 18+) included 423 students from the post-secondary environment. Of these, 59% reported using generative AI in their schoolwork. Seventy-five percent felt GenAI tools improved the quality of their work, but 67% reported they don’t think they are learning or retaining as much knowledge. Students reported primarily using GenAI for generating ideas (46%), research (41%), and editing/reviewing assignments (38%). However, GenAI may help reduce instructor workload, perhaps at the expense of accuracy, as 70% report turning to GenAI for help instead of asking their instructors.
Pan-Canadian Report on Digital Learning
Over 500 participants from a range of non-student roles at all types of Canadian post-secondary institutions provided feedback on a range of topics related to Digital Learning. As noted above a key finding from this report is a strong consensus among survey respondents that GenAI will become a normal part of post-secondary education within a few years. Participants report using GenAI to support both teaching activities (49%, e.g., the production assignments, rubrics, or other course materials) and in student learning activities (41%, e.g., use by students in their assignments). However, most participants (58%) report their institution only “Somewhat” offers professional development on how to use GenAI technologies.
Using Generative AI to Make Learning More Accessible: Insights from Ontario PSE Students and Staff
While mirroring findings from the reports above, this study involving over 500 Ontario students also looks specifically at the implications of GenAI for students with accessibility needs. It highlights ways students with disabilities have used AI tools and how this has reduced workload for centres like the UBC Centre for Accessibility. Notably, 38% of students indicated they used GenAI when an instructor was unable to adapt course material into alternative formats.
Enjoyed reading about UBC students’ use of GenAI? Learn about other topics we covered in the February 2025 edition by reading the complete Edubytes newsletter. To view past issues, visit the Edubytes archive.
