Artificial intelligence is no longer a futuristic concept on university campuses. For the overwhelming majority of students, it has become an integral part of everyday academic life—whether for research, learning, writing or programming. The latest CHE DataCHECK, Artificial Intelligence in Higher Education, reveals just how deeply AI has become embedded in students’ daily routines. At the same time, the report exposes a widening gap between how students actually use AI and the support universities provide.
The message is unmistakable: the question is no longer whether students are using AI. The real challenge is how universities respond to this new reality.
More Than Four in Five Students Use AI Regularly
The latest DataCHECK is based on responses from 28,584 students across 194 universities in Germany and eight universities in Austria during the winter semester 2025/26. This makes it one of the largest studies to date examining the use of generative AI in higher education.
The findings demonstrate just how commonplace AI has become. Around 81 per cent of students use AI tools at least once a week, while almost half use them every single day. Only 2.4 per cent report never using generative AI at all.
These figures make one thing abundantly clear: generative AI is no longer a tool reserved for technically minded students or specific disciplines. It has become a standard component of academic work.
Research Remains the Primary Use Case
Students most frequently use AI to gain a rapid overview of unfamiliar topics or to conduct general research. Rather than relying solely on search engines or traditional academic literature, generative AI is increasingly becoming the first point of reference when tackling complex subjects.
AI is also widely used for brainstorming, generating ideas and acting as a personal learning companion. Many students ask AI systems to explain difficult concepts, simplify complex material or suggest alternative approaches to solving problems. Increasingly, these tools are taking on the role of a personalised tutor available whenever needed.
In technical disciplines, programming support, code generation and debugging have become additional core applications. In these fields especially, AI is already transforming the way students learn and work.
A Growing Gap Between Everyday Practice and Teaching
While AI adoption is accelerating rapidly, students’ assessment of their universities is considerably less positive.
On average, students rated their institutions’ provision of AI-related skills training at just 3.3 out of five stars. For many, current teaching simply does not keep pace with the demands of modern academic life.
More than half of all respondents would like to see additional learning opportunities focused on the effective use of artificial intelligence. At the same time, around 70 per cent want clear institutional guidance covering responsible AI use, data protection, academic integrity and ethical considerations.
The results suggest that students are asking for more than technology alone.
They are looking for guidance.
AI Adoption Varies Significantly Between Disciplines
The DataCHECK also highlights substantial differences between subject areas.
Regular AI usage is particularly high in business-related and technical degree programmes. More than 90 per cent of students studying Business Informatics, Business Psychology, Industrial Engineering and Business Administration report using AI on a regular basis.
Although usage levels are noticeably lower in Law and Social Work, a clear majority of students in these disciplines still use generative AI.
The purposes for which AI is used also differ considerably. Students of Business Informatics make particularly extensive use of AI for programming and software development, whereas Law students report comparatively low levels of AI use across almost every category.
The report therefore reaches an important conclusion: AI education should not follow a one-size-fits-all approach. Different academic disciplines require different teaching concepts and learning models.
The Debate Around Assessment Remains Unresolved
Students also express mixed opinions regarding the use of AI in assessed coursework.
Almost half believe that generative AI should generally be permitted in assignments such as essays and presentations. Around one-third disagree, while almost a quarter remain undecided.
Again, attitudes vary considerably between disciplines. Law students are significantly more cautious than students studying subjects such as Business Informatics or Business Psychology.
The findings suggest that universities will increasingly need to distinguish between unacceptable academic misconduct and the legitimate use of digital tools. Blanket bans are unlikely to reflect the realities of how many students now work.
The Real Challenge Is AI Literacy
Significantly, the report does not primarily frame AI usage as a problem.
Instead, it focuses on the knowledge and skills students require to use AI responsibly, critically and effectively within their disciplines.
That involves far more than writing effective prompts. Students must also learn how to evaluate sources, assess AI-generated outputs, recognise errors, understand data protection requirements, navigate copyright issues and maintain academic integrity.
Generative AI is therefore changing not only the tools available to students but also the very nature of academic work itself.
Comparisons with Previous Years Require Caution
CHE conducted a similar study during the winter semester 2024/25. At that time, around 65 per cent of students reported using generative AI regularly, while approximately one-quarter used it every day.
The latest survey indicates a substantial increase. However, the report’s authors stress that direct year-on-year comparisons should be treated cautiously because changes in the mix of academic subjects included in the survey may have influenced the results.
Even so, one broader trend is unmistakable: the adoption of generative AI continues to accelerate rapidly.
From Useful Tool to Essential Academic Skill
The DataCHECK illustrates a profound shift in higher education.
Only a few years ago, universities were debating whether students should use tools such as ChatGPT at all. Today, the far more important question is what skills students need in order to use these technologies competently and responsibly.
That also changes the role of universities themselves. The challenge is no longer deciding whether AI belongs in higher education, but determining how it should be integrated into teaching, assessment and curriculum design.
Competence in using artificial intelligence is increasingly becoming a core academic skill, comparable to academic writing, research methods or digital information literacy.
Universities Are Entering a Period of Strategic Change
For universities, the latest CHE DataCHECK is far more than a snapshot of current student behaviour. It demonstrates that generative AI has already transformed everyday academic life, while many institutional structures still reflect an era when these technologies barely existed.
In the future, publishing a handful of guidelines or recommendations will no longer be enough. Universities will need comprehensive strategies covering AI literacy, assessment design, governance, data protection and the responsible integration of generative AI into teaching.
The report’s most important message is therefore not simply that more students are using AI.
It is that universities must now redesign higher education to reflect a reality that has already arrived on campus.
