TLDR: A new report from the USC Center for Generative AI and Society indicates that most college students use AI tools like ChatGPT for ‘executive help’ (quick answers) rather than ‘instrumental help’ (deepening understanding). The study, based on surveys of U.S. college students and global teachers, highlights the need for intentional design and guidance from educators to leverage AI for enhanced learning outcomes, despite widespread concerns about plagiarism and diminished creativity among faculty.
A recent report released by the USC Center for Generative AI and Society on September 18, 2025, sheds light on the evolving landscape of education as artificial intelligence tools become increasingly prevalent. The comprehensive study, led by Stephen J. Aguilar, associate professor at the USC Rossier School of Education, and William Swartout, chief science officer at the USC Viterbi School of Engineering’s Institute for Creative Technologies, reveals a critical dichotomy in how students are utilizing AI.
The research, which included a national survey of 1,000 U.S. college students, an experimental study of a new AI writing tool, and a global survey of 1,505 teachers across five countries (United States, India, Qatar, Colombia, and the Philippines), found that a majority of students employ AI for ‘executive help.’ This refers to seeking fast solutions with minimal effort, essentially using AI to shortcut assignments. In contrast, ‘instrumental help’ involves using AI to clarify concepts, build skills, and support independent learning, a less common application unless actively guided by professors.
“Generative AI is here and already having an impact,” stated Stephen J. Aguilar. “What matters now is whether we use it to deepen learning or to avoid it. Our research helps us understand how students and teachers alike are integrating AI into their work and studies.”
Teachers, while expressing widespread concerns about plagiarism, diminished creativity, and inconsistent institutional support, also showed cautious optimism. The survey of educators revealed that 72% believe AI helps streamline routine tasks, 73% see its potential to improve student outcomes, and 69% think it enables more personalized learning.
The experimental study on a new AI writing tool, ‘ABE,’ demonstrated that with appropriate use, such tools can enhance critical thinking skills. Swartout noted, “We are seeing that if used appropriately, tools like ABE can use generative AI to enhance students’ critical thinking skills, rather than having them delegate thought to the machine.”
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Based on these findings, researchers recommend that educators and policymakers encourage ‘instrumental’ use of AI, where students engage with the technology to deepen their understanding, rather than merely bypassing effort. The report emphasizes that with intentional design, clear guidance, and equitable access, generative AI has the potential to deepen learning rather than simply replace it.
