A recent study by KPMG in Canada reveals that 59% of Canadian students are using generative artificial intelligence (AI) for their schoolwork, a notable increase from 52% last year. The findings raise important questions about the implications of AI on learning and retention, as many students report feeling conflicted about their reliance on these technologies.
According to the research, which surveyed 423 students across various educational institutions, a significant majority (75%) believe that generative AI tools have enhanced the quality of their assignments. However, two-thirds (67%) admit they do not feel they are learning or retaining as much knowledge as they should. This disconnect has prompted concerns from educators about the potential long-term effects on students’ critical thinking skills.
C.J. James, Partner and National Education Practice Leader at KPMG, noted the implications of this trend ahead of the firm’s annual Advanced Education Symposium in Toronto. “While students are becoming adept at using technology, they might not be developing the essential critical-thinking skills necessary for future success,” James remarked. Alarmingly, over 80% of students reported claiming AI-generated content as their own work, often without disclosing their use of these tools to educators.
The survey highlights that 63% of students utilize generative AI several times a week, primarily for generating ideas (46%), conducting research (41%), and editing assignments (38%). Despite the advantages, many students express feelings of guilt, with nearly two-thirds believing that using AI constitutes cheating, fearing repercussions from their educators.
The findings suggest a strong demand for more AI integration within educational settings. Respondents identified skills and career planning (55%), onboarding (54%), and admissions (52%) as areas where AI could be effectively utilized.
“The business community is already leveraging generative AI to foster innovation,” James added. “Educational institutions have a similar opportunity to harness AI, improving administrative efficiency and enhancing the learning experience for students.”
Jameel Ahamed, Partner in Technology Strategy & Digital Transformation at KPMG, emphasized the need for post-secondary institutions to adapt swiftly to this evolving landscape. He noted that with many students turning to AI for assistance rather than their instructors, it is crucial for institutions to set clear guidelines on the appropriate use of these technologies.
The poll also revealed that 74% of students using generative AI have utilized it in their applications for post-secondary admissions, and 70% have used it to refine their resumes. A significant portion of students (58%) believe that generative AI may eventually reduce the need for educational support staff like teaching assistants.
KPMG’s full-day symposium on October 22 will address these issues and explore strategies for integrating AI into higher education while ensuring equitable access and financial sustainability.
As AI continues to permeate the educational landscape, the need for effective governance and guidelines becomes increasingly vital to support both student learning and ethical use of technology.