Education
AI companies are targeting students. Here’s how that’s changing studying : NPR

Ekaterina Goncharova/Moment RF/Getty Images
Students are using ChatGPT more than ever — and ChatGPT knows it.
Last week, OpenAI launched “study mode” in its chatbot, aimed directly at the student market. It’s meant to behave more like a tutor than a machine that spits out answers; it uses the Socratic method, builds quizzes and creates study plans. The same day, Google announced a suite of study-oriented tools.
So, how does generative AI compare to old-school tools like textbooks and online homework helpers like Chegg and Quizlet? Do they still have a place?
I first asked ChatGPT: “Would you recommend I use you as a study tool? How do you compare to textbooks and edtech companies?” The answer: “Yes, I can absolutely be a useful study tool, but the best results come from knowing how and when to use me alongside textbooks and edtech platforms.”
Then I talked to people running some of those platforms and some students who use (or once used) them. As generative AI plants its stake in education, they’re all doing what they can to acclimate.
How companies are adapting
Chegg sells textbooks and offers a slate of digital services, such as generating flash cards and practice questions. In May, the company laid off about 250 employees, or 22% of its workforce, partly due to students turning to generative AI, it confirmed to NPR. But rather than trying to expand its reach, it’s zooming in.
“We were trying to be everything to every student in a pre-AI world,” Chegg CEO Nathan Schultz says.
Several generative AI platforms, including ChatGPT, have free plans. Chegg hopes to reach students who will pay $19.99 a month for tools that encourage long-term use and goal setting.
“If you think about the fitness world, those apps and those services tend to be much more guided to getting you to your goal,” Schultz says. “They’re giving you, ‘Every week we’re going to do this many miles or this many rides or this much work,’ and that’s how we’ve been designing our service.”
Chegg is also wrapping AI models into its platform. A new feature shows subscribers side-by-side panels with Chegg’s answer to a question next to answers from other platforms, including ChatGPT, Google Gemini and Claude.
Macmillan Learning sells textbooks and ebooks, and it offers quizzes and study guides. Like Chegg, it has incorporated an AI tool into its paid plan and began rolling it out late last year.
Macmillan’s tool doesn’t give students straight-up answers; instead, it guides them to the solution through open-ended questions that expose flawed thinking (aka the Socratic method).
“It Socratically supports them so that they have that learning experience that they can use … when they have to do it themselves on the exam,” says Tim Flem, Macmillan Learning’s chief product officer.
Flem claims Macmillan’s AI tutor is more accurate than AI chatbots, as it draws from the company’s textbooks. The platform also reduces “content switching,” he says.
“If you’re switching between that tab and that tab, you notice how you’re always kind of like, ‘Wait a minute, what did it say over here?'” Flem says. “So our AI tutor is right there next to the problem that the student is working on.”
How students are adapting
Some students are mixing and matching AI and traditional tools. Bryan Wheatley combined ChatGPT with Quizlet and Socratic (another AI tool) to study. A recent graduate of Prairie View A&M University in Texas, he initially approached ChatGPT with trepidation.
Bryan Wheatley graduated from Prairie View A&M University last year with a degree in sociology.
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“Something that’s really adaptive is kind of crazy in a sense,” he says, though he went on to use it to outline essays and for other tasks. He says ChatGPT is correct about half the time, and he had to do a lot of cross-referencing.
He was one of the 66% of students in bachelor’s, master’s and doctoral programs using ChatGPT regularly, according to July 2024 research from the Digital Education Council.
The survey also found that over 50% of students believed too much reliance on AI would negatively impact their academic performance.
Sally Simpson is trying to hold the line. The Georgetown University student, who’s working on a Ph.D. in German literature, does not use generative AI. In her undergrad days, she used websites like Quizlet and SparkNotes to reinforce information she processed.
Now, she sees undergraduates use generative AI to complete homework assignments and summarize bodies of work they didn’t read. “It cheapens people’s education,” she says. “I think it’s an important skill to be able to read an article, or read a text, and not only be able to summarize it, but think about it critically.”
Sally Simpson is studying for a doctorate in German literature at Georgetown University.
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Dontrell Shoulders, a senior studying social work at Kentucky State University, was an avid Quizlet user and still uses it to study for tests. With Quizlet, he has to seek out answers. Generative AI doesn’t provide much of a challenge, he says.
“You’re just putting something in a computer, having to type it up, and just like, ‘Here you go,'” he says. “Are you going to remember it after you just typed it in? You’re not.”
How professors are adapting
Amy Lawyer, the department chair of equine administration at the University of Louisville’s business school, says some students still use online study guides like Chegg and SparkNotes. “Students are to a point where they’re going to use any resources available to them,” she says.
Of those resources, ChatGPT has had the most significant impact on her classroom. She uses it herself for editing and encourages her students to do the same. To stop them from plagiarizing or overusing AI chatbots, however, she’s now issuing more assignments that must be handwritten or completed in class.
Ayelet Fishbach, a marketing and behavioral science professor at the University of Chicago Booth School of Business, says students will always find shortcuts, no matter how the technology evolves. “Cheating has not been invented recently,” she says.
“What is different now is that the line seems, to many people, more blurry,” she says. “If before you knew you were cheating, now you feel, ‘Maybe I’m still doing what I’m supposed to do, only I’m being more efficient.’ This is confusing for students, and we do try to support them.”
Education
More parents to get childcare funding as nurseries battle demand

Vanessa ClarkeEducation reporter

The final phase of the largest-ever expansion of publicly funded childcare support has begun in England, as thousands of working parents receive more help with their nursery costs.
Those eligible are now able to access 30 hours of childcare per week during term-time, paid for by the government, for their children aged nine months to four years.
Prime Minister Sir Keir Starmer said it was a “landmark moment” for working families, and that the scheme would “put money back in working parents’ pockets”.
But parents say they are facing long waiting lists for places, with nurseries warning that staff shortages are limiting their availability.
Parents Josh Harper and Chloe Hart say their 18-month-old son Oakley’s name was the first one on the waiting list at his new nursery in Altrincham.
The £240-a-month saving on fees, which are falling from £1,130 to £889 because of the scheme extending from 15 hours to 30 hours of funded care, “just releases that little bit of stress”, mum Chloe says.
“It is a significant saving and one that does really help us,” dad Josh adds.
Both teachers, the couple were keen to secure a place, aware that demand has been rising.

The government had estimated that about 70,000 extra places would be needed by this September to accommodate that increase in demand.
The number of spaces is rising but availability varies across the country – and nurseries and childminders say inquiries for places have “gone through the roof” from families eligible for the extra funding.
“A few years ago, the percentage of families getting the funding was probably 20%, now I’d say it’s nearly 95% of families,” George Apel says as he shows me around the newly opened Altrincham Day Nursery, the Apel family’s seventh nursery.
“Parents are having to be a lot more flexible with their acceptance of what days are available. Before, parents could try to match their childcare to their job, now they’re actually matching their job to their childcare availability.”
For Rachael Darbyshire, who lives in Bolton, the search for a childcare place for her return to work next summer has proved challenging.
Although she started her search before six-week-old Gabriel was born, all of her local nurseries have waiting lists up until September 2026.
“It is a massive help and will bring our bill down from £1200 to around £800, but the biggest issue is that it is only great if you can actually get a childcare place,” Rachael says.
“It’s all well and good saying that there are these hours available, but if the childcare places are not there, then it’s not really supporting women in returning to work.”

Some parents are going to extra lengths to make themselves eligible for the funded hours as early as possible.
Rachel Williams, from Warwick, says she was thinking about the scheme before the birth of her twins in 2022, when doctors told her she would need a Caesarean four weeks early.
She opted to have the procedure at the end of that March, rather than the beginning of April, so she wouldn’t miss the deadline for being eligible for funded hours at the start of the April term.
“My friends all laughed at me, but it was a really conscious decision and it’s definitely saved us thousands and thousands of pounds,” she says.
If the twins were born in April, they wouldn’t have been eligible for funded hours until the September entry points.
“You shouldn’t really have to be thinking about that,” Rachel says.

Research from the National Foundation for Educational Research (NFER) suggests that workforce issues could be a key barrier to delivering the promised offer to parents, with low pay and limited progression opportunities a constant challenge for staff.
It is estimated the sector needs 35,000 more staff to provide the funded hours expansion, and the NFER says even if that figure is reached, there are likely to be regional discrepancies.
The government says the number of staff delivering funded childcare in nurseries rose to 272,500 this year – up by 18,200 from 2024, which it said was the highest increase on record.
It has been offering a £1,000 incentive for new recruits, or for people rejoining the workforce in some areas.
But Mr Apel says “retention is arguably more important than recruitment”.
The nursery has started its own recruitment company because of the struggle to bring in and keep early years workers.
The number of childminders has also been continuing its long-term decline, with Ofsted figures showing the numbers falling by 1,000 in the last year.
‘Free’ childcare
There has also been confusion around what is “free” as part of the scheme, and what has to be paid for.
The government-funded hours cover term-time only, and providers say the funding rates, particularly for children aged three and four, are lower than the costs.
It means many nurseries are putting up their prices. A University of Bath study tracking fees over the past 18 months found that they have risen fastest in areas with the lowest government funding, which it says could deepen regional inequalities.
“Parents are phoning up, they’re looking for this thing that’s been called ‘free’, and then they are met with additional charges, for meals or nappies,” says Sarah Ronan, from the Early Education and Childcare Coalition, which represents childcare providers and charities.
“The sector has been tasked with rolling out the biggest expansion of childcare in history, and they’re doing it in a really constrained financial environment.”
She says without extra funding, providers may reduce the number of hours they can offer and pause their recruitment plans, further limiting the availability of places.
Joeli Brearley, founder of the Pregnant The Screwed campaign group and the parent support programme Growth Spurt, says there is “a tussle between parents and providers” who are both struggling.
“For parents, it’s really complicated, it’s not really working,” Ms Brearley says.
“We are hearing from parents who are moving their C-section day in order to fit in with the funding criteria, we’re hearing from women who say they’ve gone to their midwife for a sweep to try and bring labour on faster, and people that are asking for inductions earlier just so they can fit with the funding criteria – and that is madness.”
A survey by Growth Spurt and Women in Data suggests that many parents are paying extra consumable fees of £15 a day.
The government has issued guidance saying any additional costs need to be laid out clearly and are optional, but nurseries say charging for extras is the only way to make up the shortfall.

There is also concern about those being left out.
Parents who are ineligible for the entitlements pay £205 per week more for a child under two, according to Coram Family and Childcare.
The charity says a child with working parents eligible for the entitlements will receive three times as much government-funded early education than a disadvantaged child by the time they start school.
Education Secretary Bridget Phillipson said the scheme was designed to give children “the best start in life”, and provide a “huge boost” to the economy.
“And this is just the beginning,” she added.
“My vision for early years goes beyond this milestone. I want access to high-quality early years for every single family that needs it, without strings and without unfair charges.
“Over the next few years, that is my commitment to parents.”
Education
US Education Department is all for using AI in classrooms: Key guidelines explained

Artificial intelligence (AI) has moved from being a futuristic concept to an active part of classrooms across the United States. From adaptive learning platforms to AI-powered lesson planning, schools are integrating technology to improve learning outcomes and ease teacher workloads. However, the challenge lies in adopting these tools without violating federal and state regulations.
Federal guidance: Innovation with safeguards
In July 2025, the US Department of Education issued guidance confirming that AI can be used in schools when aligned with federal laws. The framework focuses on three core principles—privacy, equity, and human oversight.AI tools must comply with the Family Educational Rights and Privacy Act (FERPA) to protect student data. Algorithms should be designed to prevent bias or discrimination under civil rights regulations. Human decision-making must remain central, ensuring that AI supports educators rather than replacing them.The Department also encouraged schools seeking federal grants to propose AI-driven projects, provided they meet these compliance standards.
State-level action: Rapid policy development
Since the federal guidance, more than half of US states have introduced their own AI frameworks for schools. Ohio now mandates that all districts adopt an AI-use policy by mid-2026, while Rhode Island has published detailed recommendations for responsible classroom integration.These local rules aim to ensure innovation while safeguarding student interests. However, the pace of policy development and the diversity of approaches have created a complex regulatory environment for schools.
Mixed practices at the local level
Despite progress, many districts still operate in a gray area. Policies differ widely between schools, and families often face uncertainty about what is permissible. Some institutions allow AI on personal devices while banning it on school-owned systems. In certain cases, schools have reverted to traditional measures, such as requiring handwritten essays in class to prevent AI-assisted work.This variation highlights the need for consistent guidelines and clear communication with students and parents.
AI as a classroom resource
Educators are increasingly using AI as a tool for efficiency and creativity. AI platforms assist in lesson planning, assessment design, and content generation, enabling teachers to save significant time on administrative work. These efficiencies allow more focus on interactive teaching and student engagement.AI-powered tutoring systems are also being introduced to provide personalised support, particularly for students who need extra academic help. States such as New Hampshire are experimenting with AI-driven tools to enhance math and reading instruction.
Responsible AI use: Best practices for schools
To remain compliant and maximise benefits, schools should adopt structured approaches to AI integration:
- Personalised Learning: Use adaptive platforms to tailor lessons while ensuring compliance with privacy regulations.
- Teacher Support: Allow educators to use AI for planning and administrative tasks with mandatory human review.
- Assessment Integrity: Shift from take-home essays to in-class writing or oral presentations to discourage misuse.
- Career Guidance: Deploy AI-driven counselling tools while retaining human oversight for final decisions.
Managing risks and ensuring compliance
AI adoption brings challenges that schools must address proactively:
- Bias Prevention: Regular audits are necessary to eliminate algorithmic bias.
- Privacy Protection: All tools should meet FERPA standards and undergo security checks.
- Avoiding Over-Reliance: AI should support, not replace, teacher judgment in academic and disciplinary matters.
Comprehensive district-level policies, continuous teacher training, and stakeholder engagement are essential for responsible use.
The road ahead
The Department of Education is collecting public feedback on AI-related policies and exploring ways to integrate AI into its own operations. States will continue rolling out new requirements in the coming months, making 2025 a critical year for AI in education.The future of AI in classrooms depends on a balanced approach—leveraging its potential to improve learning while upholding legal and ethical standards. Schools that integrate AI responsibly will not only enhance student outcomes but also prepare learners for a technology-driven world.
Education
State Superintendent Thurmond Convenes Statewide AI in Education Workgroup for Public Schools – Van Nuys News Press

SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond hosted the first meeting today of the Public Schools: Artificial Intelligence (AI) Workgroup at the California Department of Education (CDE) Headquarters in Sacramento. Established after last year’s passage of Senate Bill 1288, a bill authored by Senator Josh Becker (13th District) and sponsored by Superintendent Thurmond, the workgroup marks California as one of the first states in the nation to establish a legislatively mandated statewide effort focused on AI in K–12 education.
“There is an urgent need for clear direction on AI use in schools to ensure technology enhances, rather than replaces, the vital role of educators,” said Superintendent Thurmond. “Workgroup members are representatives from various organizations, including technology leaders. The majority are educators, and this workgroup also includes students. We want to ensure that those who will be affected by this guidance and policy have a voice in creating it.”
The workgroup is a model of Superintendent Thurmond’s efforts to develop strong public–private partnerships that power innovation in public education. It will develop the statewide guidance and a model policy to ensure AI benefits students and educators while safeguarding privacy, data security, and academic integrity. The group includes teachers, students, administrators, classified staff, higher education leaders, and industry experts. At least half of the members are current classroom teachers, elevating educator expertise as the foundation for decision-making.
The launch of the Public Schools: Artificial Intelligence Workgroup directly advances Superintendent Thurmond’s priorities, which include
- Transforming Education with Innovation: equipping schools with equitable, forward-looking approaches to technology;
- Equity and Access for All Students: ensuring AI tools do not exacerbate inequities but instead expand opportunities for every student;
- Whole Child Support: safeguarding against bias, misuse, and misinformation in AI systems while protecting student well-being;
- Elevating Educator Voice: centering teachers in decision-making about AI in classrooms; and
- Transparency and Public Engagement: committing to openness through public meetings and shared resources.
Today was the initial meeting of the Public Schools: Artificial Intelligence Workgroup. The second meeting will take place in October, followed by a third meeting in February.
The CDE has released initial guidance for schools and educators regarding the use of AI, which will be enhanced by the work of this group. The initial guidance can be found on the CDE Learning With AI, Learning About AI web page.
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