British universities have been advised to "stress-test" assessments after research found that nearly all undergraduates use generative AI in their studies.

According to a survey of 1,000 students, there has been an "explosive increase" in the use of AI in the past 12 months. In numbers, almost nine out of 10 (88%) in the 2025 poll revealed that they used tools like ChatGPT for their assignments and assessments, a record increase from 53% last year. 

The percentage of students using any AI tool increased from 66% in 2024 to 92% in 2025, leaving 8% of students not using AI, according to a report published by the Higher Education Policy Institute and Kortext, a digital textbook provider.

Report author Josh Freeman noted that such rapid behavioral shifts within a year are rare and cautioned, "Universities should take heed, generative AI is here to stay."

He stressed that there are "urgent lessons here for institutions," adding that "every assessment must be reviewed in case it can be completed easily using AI. That will require bold retraining initiatives for staff in the power and potential of generative AI." 

"Institutions will not solve any of these problems alone and should seek to share best practice with each other. Ultimately, AI tools should be harnessed to advance learning rather than inhibit it."

Student dependence on AI increasing

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Students depended on AI to summarize articles, explain concepts, and generate ideas. However, 18% have admitted to directly incorporating AI-generated text in their assignments. 

The report said, "When asked why they use AI, students most often find it saves them time (51%) and improves the quality of their work (50%)." 

"The main factors putting them off using AI are the risk of being accused of academic misconduct and the fear of getting false or biased results."

In one case example, a student told researchers, "I enjoy working with AI as it makes life easier when doing assignments; however, I do get scared I’ll get caught."

According to the survey, students most invested in AI are women, wealthier students, and those in science, technology, engineering, and maths (STEM) courses.

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50% of students from privileged backgrounds used generative AI for summarizing articles, compared to 44% from less privileged backgrounds, according to the report. "The digital divide we identified in 2024 appears to have widened," the report concluded.

Most students feel universities have addressed academic integrity well, with 80% finding policies clear and 76% believing AI use in assessments can be detected. However, only 36% have received AI skills training.

A spokesperson for Universities UK said, "To effectively educate the workforce of tomorrow, universities must increasingly equip students to work in a world that will be shaped by AI, and it’s clear progress is being made."

"But they need to balance this with the challenges posed by a rapidly developing technology. This survey shows that universities and students are alive to the potential risks posed by AI tools in the context of exams and assessment."