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The Societal Framework on Artificial Intelligence in Higher Education

AP Seminar

Word Count: 1141

Introduction

According to a report by the Harvard Graduate School of Education, 51% of young

people ages 14–22 have used generative artificial intelligence (GenAI) at some point

(Nagelhout). According to Rui Sun and Xuefei “Nancy” Deng, professors at California State

University, the rapid rise of GenAI over the past two years has significantly altered educational

practices in American colleges and universities. GenAI is transforming both how students learn

and how educators teach by introducing powerful tools that quickly provide information,

generate personalized content, and influence academic behavior. Tools such as ChatGPT can

produce digital content that closely mimics human writing, while other AI platforms offer

personalized study assistance tailored to learning environments. GenAI’s ability to provide quick

answers and generate individualized learning experiences enhances its appeal to both students

and educators (Klimova & Pikhart).

As a result, generative artificial intelligence is disrupting and transforming education

across college campuses, especially among college-age students in the United States. Moreover,

artificial intelligence is widely considered one of the most transformative technologies in modern

history, with effects extending beyond higher education. Its impact spans economic, national

security, health, and educational sectors, making AI a matter of national, not merely academic

significance (James & Maldonado-Molina). Although the influence of artificial intelligence is

broad, its application in colleges and universities directly affects how students learn and how

educators instruct. Increasingly, college students use AI in their everyday academic lives, and

this frequent interaction is shaping new social norms and, at times, leading to unethical behavior

and overreliance on technology (Graves). When analyzing the societal framework of AI in higher

education, the question arises: how does the development of artificial intelligence affect
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college-age students in the United States, shaping their academic practices, influencing their

social interactions, and redefining their readiness for the modern workforce?

Academic Engagement and Learning

Artificial intelligence is reshaping how students interact with learning, increasing the

potential technological benefits but also leading to misuse. Questions surrounding academic

integrity are at an all-time high amid rapid developments in AI technology. Still, researchers

argue that these concerns can be addressed through intentional education rather than restriction.

Educators should engage students in AI fluency training to ensure these tools are used ethically

and productively (Legatt).

According to Dr. Aviva Legatt, a recognized expert in higher education with experience

as a consultant, author, and educator, universities that implement courses covering the basics of

AI, along with its societal and ethical implications, are more likely to support student learning

while maintaining academic rigor. Students who understand how AI functions are better

equipped to use it as a learning aid rather than a shortcut. The University of Texas at Austin has

already adopted this approach across its departments, allowing each discipline to define what AI

fluency means within its academic context (Legatt). This mirrors findings by Sun and Deng, who

demonstrate that structured and intentional use of ChatGPT can enhance experiential learning

without replacing critical thinking.

Legatt further emphasizes the importance of faculty participation in this process. Rather

than designing assignments that attempt to eliminate AI use, professors should create

assessments that incorporate AI while still requiring analysis, reflection, and originality. She also

argues for a consistent national framework for AI use across universities to ensure equitable
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access and ethical standards. With a unified system, the development of artificial intelligence

among college-age students would be more systematic and fair across institutions. AI fluency,

therefore, serves as a tool for preserving academic integrity rather than undermining it.

Similarly, Natasha Berg, [Link]., a multimedia and technology integration specialist,

supports a proactive approach to AI use in education. Berg notes that when educators clearly

communicate the benefits and limitations of AI tools such as ChatGPT, students are less likely to

misuse the technology’s analytical capabilities. By emphasizing responsible use rather than

fear-based messaging, educators can guide students toward ethical engagement. Berg also

acknowledges the potential dangers of overreliance on AI and stresses that students should first

engage in hands-on, collaborative learning before using AI to organize or refine their ideas rather

than generate them outright. This aligns with Klimova and Pikhart’s findings that AI can support

academic well-being when used intentionally but may negatively impact learning when

dependency develops.

Social Dynamics and Human Interaction

​ Beyond academic engagement, artificial intelligence is reshaping how college-age

students experience social interaction and communication. As AI systems become increasingly

conversational and responsive, students may treat them as social participants rather than neutral

tools. Graves argues that socially participatory AI can foster emotional engagement, influencing

how individuals perceive empathy, presence, and connection. For college students, this shift may

affect how they seek feedback, reassurance, and guidance, potentially altering traditional

interactions with peers and professors.

Artificial intelligence has also changed communication patterns between students and

authority figures. Nagelhout reports that many students view AI as a helpful academic resource

but feel that adults often respond with fear-based messaging rather than constructive guidance.

Students express a desire for clearer expectations, greater transparency, and ethical instruction

rather than strict bans. This tension reflects a broader societal shift in how knowledge is accessed

and mediated, as AI increasingly serves as an intermediary between students and educational

institutions.

Peer relationships further shape the impact of AI on college students. Sun, Jiang, and Hai

describe AI interaction as a “double-edged sword,” finding that moderate use can enhance

engagement and performance. In contrast, excessive reliance can lead to dependence and reduced

motivation. Importantly, peer support moderates these effects. Students with strong peer

networks are better equipped to balance their use of AI and avoid adverse academic and

psychological outcomes. Although this study focuses on institutions outside the United States, its

findings reinforce the broader social principle that community plays a critical role in how

technology affects student development.

Together, these findings demonstrate that AI does not function in isolation. Instead, its

effects are shaped by the social environments in which students operate. When college students

maintain collaborative peer relationships and open communication with educators, AI is more

likely to function as a supportive academic tool rather than a replacement for human interaction.

This underscores the importance of community and social connection in mitigating the risks

associated with widespread AI adoption in higher education.

Conclusion

​ Artificial intelligence has become a defining force in higher education, shaping both the

academic and social experiences of college-age students in the United States. From a societal

perspective, AI reshapes academic engagement by altering learning strategies and assessment

expectations, influences social dynamics by changing communication among peers and

instructors, and redefines workforce readiness through the growing importance of AI literacy.

While artificial intelligence offers significant benefits, including efficiency, accessibility, and

personalization, its long-term impact depends on ethical guidance, institutional support, and

strong academic communities. As colleges and universities continue to integrate AI into

educational spaces, intentional and responsible implementation is essential to ensuring that

artificial intelligence enhances, rather than undermines, student success and development.
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Bibliography

Berg, N. (2024). Should we let students use ChatGPT? YouTube. TEDxSioux Falls. Retrieved

from [Link]

Graves, M. (2023). Embodied Experience in Socially Participatory Artificial Intelligence. Zygon:

Journal of Religion & Science, 58(4), 928–951. [Link]

James, D. C. S., & Maldonado-Molina, M. M. (2025). Artificial Intelligence in the Curriculum:

Development and Implementation of a Professional Training Program to Promote Literacy

Among Health Education College Majors. Pedagogy in Health Promotion, 1.

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Klimova, B., & Pikhart, M. (2025, February 3). Exploring the effects of artificial intelligence on

student and academic well-being in Higher Education: A mini-review. Frontiers in

psychology. [Link]

Legatt, Dr. A. (2025, September 18). 90% of college students use AI: Higher ed needs AI fluency

support now. Forbes.

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Nagelhout, R. (n.d.). Students are using AI already. here’s what they think adults should know.

Harvard Graduate School of Education.

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Rui Sun, & Xuefei “Nancy” Deng. (2025). Using Generative AI to Enhance Experiential

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