New report for the European Commission, co-authored by Marta Pinto, founder of AI goes to school and Professor Sónia Ferreira at University Polytechnic of Viseu, examines how generative AI is impacting higher education students across Europe. It reports on student engagement, academic performance and learning outcomes, and academic integrity. Data analyzed from January 2022 to April 2026. The short answer to the big question? It depends on how it’s used.
Some of what was found in the data:
- An engagement paradox. Students feel more engaged and satisfied, but often invest less deep thinking, especially when AI replaces effort instead of supporting it.
- Performance gains during AI-assisted tasks don’t necessarily translate into durable learning. Without pedagogical design, gains can disappear once the tool is gone.
- There is a structural disconnect between how students distinguish “substitutive” from “assistive” uses of GenAI and the boundaries set out in institutional policies.
- Unequal access to GenAI tools across cost, language and discipline may contribute to gaps between students.
- Need to prioritise structured pedagogical integration, including the use of pedagogically designed AI tools with scaffolding, curricular alignment and structured feedback.
- Most higher education institutions still lack formal AI policies, even though student adoption is already high.
It was also found that the evidence itself is thin. Most studies rely on self-reported surveys, and European and longitudinal research remains scarce.
Recommendations: focus less on the tool and more on pedagogy. That means:
- Prioritise pedagogical integration
- Redesign learning assessment.
- Clear institutional policies.
- AI literacy for students and educators across curricula.
- Ensure equity and inclusion.
These are the same principles that guide the workshops we facilitate at AI goes to school.
Reference: Pinto, Marta, & Ferreira, Sónia (2026). Impact of Generative AI on higher education students. European Commission, Directorate-General for Education, Youth, Sport and Culture. doi:10.2766/1244858
