For many students, ChatGPT has become as standard a tool as a notebook or a calculator.

Whether it’s tidying up grammar, organising revision notes, or generating flashcards, AI is fast becoming a go-to companion in university life. But as campuses scramble to keep pace with the technology, a line is being quietly drawn. Using it to understand? Fine. Using it to write your assignments? Not allowed.

According to a recent report from the Higher Education Policy Institute, almost 92% of students are now using generative AI in some form, a jump from 66% the previous year.

“Honestly, everyone is using it,” says Magan Chin, a master’s student in technology policy at Cambridge, who shares her favourite AI study hacks on TikTok, where tips range from chat-based study sessions to clever note-sifting prompts.

“It’s evolved. At first, people saw ChatGPT as cheating and [thought] that it was damaging our critical thinking skills. But now, it’s more like a study partner and a conversational tool to help us improve.”

It has even picked up a nickname: “People just call it ‘Chat’,” she says.

Used wisely, it can be a powerful self-study tool. Chin recommends giving it class notes and asking it to generate practice exam questions.

“You can have a verbal conversation like you would with a professor and you can interact with it,” she points out, adding that it can also make diagrams and summarise difficult topics.

Jayna Devani, the international education lead at ChatGPT’s US-based developer, OpenAI, recommends this kind of interaction. “You can upload course slides and ask for multiple-choice questions,” she says. “It helps you break down complex tasks into key steps and clarify concepts.”

Still, there is a risk of overreliance. Chin and her peers practise what they call the “pushback method”.

“When ChatGPT gives you an answer, think about what someone else might say in response,” she says. “Use it as an alternative perspective, but remember it’s just one voice among many.” She recommends asking how others might approach this differently.

That kind of positive use is often welcomed by universities. But academic communities are grappling with the issue of AI misuse and many lecturers have expressed grave concerns about the impact on the university experience.

Graham Wynn, pro-vice-chancellor for education at Northumbria University, says using it to support and structure assessments is permitted, but students should not rely on the knowledge and content of AI. “Students can quickly find themselves running into trouble with hallucinations, made-up references and fictitious content.”

Northumbria, like many universities, has AI detectors in place and can flag submissions where there is potential overreliance. At University of the Arts London (UAL) students are required to keep a log of their AI use to situate it in their individual creative process.

As with most emerging technologies, things are moving quickly. The AI tools students are using today are already common in the workplaces they will be entering tomorrow. But university is not just about the result, it is about the process and the message from educators is clear: let AI assist your learning, not replace it.

“AI literacy is a core skill for students,” says a UAL spokesperson, before adding: “Approach it with both curiosity and awareness.”

For 18-year-old Rose Kade from London, deciding between studying geography or maths at university is not just about the subject, it’s about how she will be assessed.

“I don’t like exams,” she says. “I feel like anything can happen on the day, and I find it hard being judged entirely on that one performance.” She prefers coursework: “I like building things up over time. It’s less stressful and if I have a bad day it doesn’t affect my grade.”

Kade is not alone. For some time now, universities have been trying to ensure that students are exposed to a variety of assessment styles, with many moving away from traditional written exams towards longer-term projects, presentations and online assignments. There is particular emphasis on dissertations because of the useful research and data analysis skills that they help develop, as well as a move towards integrating assessments into the learning experience.

Universities UK’s director of policy, Steph Harris, says students can expect a range of assessment types depending on the course. “Some qualifications rely more on coursework or observation-based assessment, while others may require more traditional exams. Many will include types of assessment needed to meet professional standards, including medical courses,” she adds.

One factor accelerating this shift is AI. According to Sue Attewell from Jisc, an organisation that provides digital resources in the higher education sector, institutions are trying to AI-proof assessments by trying out a variety of styles. The emphasis, she says, is on verbal discussions where students have no time to prepare and can’t easily predict the questions that will come up.

“The historic methods [of assessment] are not really fit for purpose in the modern world and we have seen a lot of promotion of authentic assessments. We’re seeing a wider mix of methods now. That might include presentations, vivas, verbal quizzes, and question-led discussions after presentations, not just written exams,” she says.

Manuel Souto Otero from the school of education at the University of Bristol thinks students mulling their course options should look at the content as well as how it is going to be examined. “Think about the variety of assessment types, but also the frequency and whether you prefer working alone or in a group. In some cases students can have a range of assignments they can choose from.”

Of course, not every assessment will be in your comfort zone and that is not necessarily a bad thing. “There’s value in being exposed to different styles,” he adds. “But if you know that you are going to clearly struggle with certain types of assessment, you may want to know what you are likely to face.”

Rachel Gillam, deputy director of student recruitment at the University of Nottingham, says it can be a personal thing. “If this is something that is significant to you, we’d recommend that you review the more detailed course information on the prospectuses of the courses that you are considering. All universities should provide this information in more detail, once you secure an offer.”

Still, assessment is not everything, and it should not be the be-all and end-all. It is important, especially for students with additional needs, but so is the course content, the learning environment, and what comes after. In the end, how you are assessed may not define your degree, but it could shape how you experience it.

One thing to consider is that the third term might be a little quieter than expected. With many assessments taking place early in summer term, students are increasingly finding themselves with time on their hands. That is not necessarily wasted, especially if you plan it well.

Nick Hillman, director of the Higher Education Policy Institute, says the third term is “increasingly empty” and there is frustration, particularly among parents, that the academic year is ending early.

The change, he says, is partly because many universities are shifting from a three-term academic year to a two-semester system. “You can have your exams quite early in the summer term and you’re paying £9,250 and not going back until late September or early October. I’m surprised it is not a mini-scandal,” he says.

However, this is not necessarily wasted, especially if you plan it well. “If they are doing a final-year dissertation, this can be highly consuming, but if they have free time there’s an opportunity to gain additional skills through non-formal learning, volunteering, sports, networking, work experience, or something creative,” says Souto Otero. “All of that can be highly valuable.”