Student Wellbeing in the AI Era: Global Insights on Stress, Confidence, and Connection

Student Wellbeing in the AI Era: Stress, Confidence, and Connection – A Global Snapshot

Artificial Intelligence (AI) has become a common tool in higher education, with 79% of students worldwide using AI for their studies. However, the way students adopt AI and its effects on their wellbeing vary significantly across countries. This article presents key findings from a global survey conducted in late 2024, highlighting how AI affects student stress, confidence, connection, and employability.

AI Adoption and Its Impact

Usage of AI tools differs notably by country. For example, only 17% of UK students use AI regularly for assignments, compared to 38% in the UAE. UK students also show more scepticism, being the least likely to expect universities to provide AI tools.

Despite its widespread use, AI contributes to stress. About 68% of students report personal stress related to AI use, often due to fears of unintentionally breaking academic rules or because universities haven’t provided clear guidance on AI tools. This lack of structured support challenges students in using AI effectively and ethically.

Confidence in learning while using AI is another concern. Sixty-one percent of students feel only moderately confident or less that they are truly improving their skills when using generative AI. Many students seek AI tools provided by their institutions that offer guidance and validation of their learning. This need for confidence-building support is especially strong in New Zealand (31%), Australia (25%), and the UK (25%).

Perceptions of how well universities are adapting to AI also vary. Overall, 56% of students feel their institutions are keeping pace, but scepticism is higher in the UK (53%) and Canada (52%). Meanwhile, students in the UAE (72%), Singapore (66%), and Saudi Arabia (65%) are more positive about their institutions’ responsiveness.

Study Stress: Beyond AI

While AI adds stress, study-related stress remains a broader issue with diverse causes worldwide. Weekly stress is common (29% overall), with Australia and New Zealand slightly above average (33%). However, daily or constant stress is notably higher in Saudi Arabia, Canada, and the USA.

Common causes of stress differ by country:

• Fear of failing: especially high in the UK (61%) compared to the global average (52%)
• Balancing life commitments: a major issue in the UK (52%) and Australia (48%)
• Difficult course content: Singapore (38%)
• Paying for a degree: Canada (35%) and the USA (31%)
• Integrity and plagiarism concerns: higher in the UAE (23%) and Saudi Arabia (22%)

Belonging and Connection

A sense of belonging remains vital for student wellbeing, but levels vary. Australia (62%) and the UK (65%) report lower belonging than the global average. Factors contributing to belonging differ:

• UK students emphasize confidence in reaching out to teachers (64%)
• Australian and Singaporean students value flexible schedules for balancing work and study (63% and 62%, respectively)
• Students in Saudi Arabia (47%), UAE (48%), and the USA (43%) highlight ease of connecting with student mentors
• Mental health support is key in Saudi Arabia (47%) and Canada (44%)

Concerns that AI might reduce human interaction appear unfounded. Most students are neutral or unsure about AI’s impact on peer and teacher interactions, especially in the UK (63%) and New Zealand (55%). Conversely, students in Saudi Arabia (64%) and the UAE (61%) report increased interaction due to AI.

Mentorship is another area needing attention. Forty-two percent of students were not assigned a mentor in their first year, although 55% would have liked one. Difficulty asking questions peers was reported by 13% overall, with higher rates among females (14%), older students (18%), and students in the UK and Australia (both 17%).

Employability Confidence

Confidence in securing employment within six months of graduation stands at 59%, up from 55% in 2024. Still, concerns remain higher in Canada and the UK. Most students (74%) agree their degree develops future job skills, although Canadian students are less confident (68%).

Specific doubts about getting a related job within six months are more pronounced in:

• UK students: 20% disagree they will secure a related job
• Canadian students: 14% disagree

Conclusion

The survey highlights that AI’s integration into higher education brings new challenges to student wellbeing, including stress and reduced confidence in learning. These are layered on existing pressures from study demands, financial issues, belonging, and career concerns. The differences across countries show that universities need to offer clear guidance and support for AI use, alongside strengthening connection, mental health resources, and career confidence.

For educators and university leaders, focusing on structured AI support tools and enhancing student support systems can help improve wellbeing. Understanding these country-specific trends allows for more effective approaches to meet student needs in a changing educational environment.

Survey Sample Sizes by Country:

• Australia: 1,234
• Canada: 1,042
• New Zealand: 528
• Saudi Arabia: 511
• Singapore: 1,027
• United Arab Emirates: 554
• United Kingdom: 2,328
• United States: 3,000

For further insights and resources on integrating AI into education, consider exploring Complete AI Training’s latest AI courses.