Artificial intelligence is transforming higher education, reshaping how students learn, interact and prepare for future careers. “It’s almost impossible to find a sector of higher education that is not affected by AI,” said Dr Charlie Simpson, Senior Lecturer in Sport and Exercise Science at Oxford Brookes University.
A recent global survey found that 44% of UK students are excited about AI’s potential, though many remain anxious about its impact on future employment. Concerns about job displacement are common, reflecting a broader unease about how automation could shape the workplace.
Yet some students see AI as a powerful ally. Sunjaya Phillips, a Marketing Communications Management student at Oxford Brookes, said AI helped her work more efficiently and boosted her confidence. “Sometimes you might get stuck on ideas all day—but with AI prompting ideas, it could be done in 30 minutes,” she said.
Educators warn, however, that over-reliance on AI risks undermining genuine learning. “If it’s just to take shortcuts or let AI do the work for you, then students cannot acquire the necessary knowledge, skills and behaviours,” said Professor Keiichi Nakata of Henley Business School. The consensus among academics is that AI should be used to complement, not replace, core learning processes.
Tools like Khan Academy’s Khanmigo show the potential for AI to deliver personalised education. But some experts, including Forbes contributor Ryan Craig, caution that AI is not yet ready to replace human tutoring, which remains vital to effective learning.
Another pressing concern is inequality. Without careful implementation, AI could deepen divides between well-resourced and under-resourced institutions. Access to infrastructure and tools must be addressed to prevent marginalising students already at a disadvantage.
Universities are being urged to rethink their teaching strategies, not just to keep pace with technology, but to ensure students develop critical thinking and ethical awareness alongside digital fluency. Dr Simpson believes graduates could emerge better prepared than ever—if institutions raise their standards in step with AI’s evolution.
Phillips offered a hopeful perspective: “People need to change their perception of AI and learn how to use it well, rather than seeing it as something that will replace your position.” This mindset reframes AI not as a threat, but as a tool for academic growth and career readiness.
As AI continues to shape the educational experience, the path forward lies in balance—embracing innovation while ensuring equal access and maintaining the human values at the heart of learning.
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Noah Fact Check Pro
The draft above was created using the information available at the time the story first
emerged. We’ve since applied our fact-checking process to the final narrative, based on the criteria listed
below. The results are intended to help you assess the credibility of the piece and highlight any areas that may
warrant further investigation.
Freshness check
Score:
8
Notes:
The narrative presents recent developments in AI's integration into higher education, with references to studies from 2024 and 2025. However, similar themes have been discussed in earlier reports, such as the 2024 survey by the Higher Education Policy Institute highlighting the rise in AI usage among UK undergraduates. ([timeshighereducation.com](https://www.timeshighereducation.com/news/nine-10-uk-undergraduates-now-using-ai-assessments-survey?utm_source=openai)) The inclusion of updated data suggests an effort to maintain relevance, but the foundational content appears to be recycled. The presence of a press release indicates a high freshness score, as such releases are typically current and original. Nonetheless, the recycled nature of the content warrants a slight deduction.
Quotes check
Score:
7
Notes:
The quotes attributed to Dr. Charlie Simpson and Sunjaya Phillips are not found in the provided search results, suggesting they may be original or exclusive. However, without external verification, it's challenging to confirm their authenticity. The absence of identical quotes in earlier material is a positive indicator, but the lack of verifiable sources raises concerns about potential fabrication.
Source reliability
Score:
6
Notes:
The narrative originates from The News Lens, a platform that may not be widely recognised in the UK. This raises questions about the credibility and authority of the source. The reliance on a press release further complicates the assessment, as press releases are often promotional and may lack journalistic objectivity. The absence of verifiable information about the individuals and organisations mentioned in the report adds to the uncertainty.
Plausability check
Score:
7
Notes:
The claims about AI's impact on higher education align with recent discussions and studies, such as the 2025 survey by the Higher Education Policy Institute indicating a significant increase in AI usage among UK undergraduates. ([theguardian.com](https://www.theguardian.com/education/2025/feb/26/uk-universities-warned-to-stress-test-assessments-as-92-of-students-use-ai?utm_source=openai)) However, the lack of supporting details from other reputable outlets and the absence of specific factual anchors in the narrative raise concerns about its authenticity. The tone and language used are consistent with typical corporate or official language, but the overall structure and content suggest potential synthetic origins.
Overall assessment
Verdict (FAIL, OPEN, PASS): FAIL
Confidence (LOW, MEDIUM, HIGH): MEDIUM
Summary:
The narrative presents recycled content with unverified quotes and originates from a source of questionable reliability. The plausibility of the claims is undermined by the lack of supporting details and specific factual anchors. These factors collectively raise significant concerns about the authenticity and credibility of the report.
