TLDR: A recent survey in Brazil indicates that 70% of high school students are utilizing generative AI tools like ChatGPT and Gemini for their academic research. Despite this widespread adoption, only 32% have received guidance on responsible AI use, highlighting a significant gap in educational support.
A groundbreaking study, the 15th edition of the TIC Educação survey, released on September 16, 2025, by the Regional Center for Studies for the Development of the Information Society (Cetic.br), a division of NIC.br, reveals a significant shift in academic practices among Brazilian youth. The survey found that a striking seven out of ten high school students who use the internet are now leveraging generative artificial intelligence (AI) tools, such as ChatGPT and Gemini, to conduct their school research.
This widespread adoption underscores the increasing integration of AI into educational settings, particularly among younger demographics. Daniela Costa, the coordinator of the study, emphasized that these findings highlight ‘new learning practices adopted by adolescents.’ She further noted that ‘such resources require new ways of handling language, thinking about content curation, and understanding information and knowledge.’
Despite the high rate of AI tool usage, the survey also brought to light a critical challenge: only 32% of the total students surveyed reported receiving any guidance at school on how to use this technology safely and responsibly. This statistic points to a considerable gap in educational frameworks designed to equip students with the necessary skills for navigating AI ethically and effectively.
The phenomenon extends beyond high school, with 37% of elementary and high school students overall reporting the use of these tools for information searches. Specifically, 39% of students in the final years of elementary school are also incorporating AI into their learning routines.
Schools are beginning to adapt to this new reality. According to the survey data, rules and discussions regarding the use of generative AI by students and teachers in school activities are becoming a regular topic in meetings between administrators, teachers, parents, and guardians. A notable 68% of school administrators confirmed holding such meetings.
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However, the conscious, critical, and productive engagement with artificial intelligence remains a shared challenge for students, parents, and educators alike. Experts caution that AI can generate incorrect information, reinforce biases, or deliver superficial answers. This necessitates a pedagogical shift towards teaching students to critically question, transform, and curate content rather than merely copying AI-generated text. Furthermore, the majority of teachers have expressed a keen interest in developing their own competencies to effectively integrate and guide students in using these tools within the classroom environment.
