This article has been reviewed according to Science X's editorial process and policies. Editors have highlighted the following attributes while ensuring the content's credibility: University of Phoenix scholars have published research examining how nontraditional undergraduate students use generative artificial intelligence (GenAI) in online higher education. The study found that more frequent GenAI use was significantly associated with higher academic performance and stronger confidence in technology skills.
Lower confidence in reading, writing and math, and greater time demands from work, study or family responsibilities, did not significantly predict use. The article, "Strategic Integration or Skill Compensation? Understanding GenAI Use in Online Higher Education," was published June 30 in Artificial Intelligence in Education.
The research was conducted by fellows and scholars affiliated with the university's Center for Educational and Instructional Technology Research (CEITR): Jessica Sylvester, EdD; Melinda Kulick, EdD; Leonidas Maganares, EdD; and Stella Smith, Ph.D., associate university research chair. Researchers surveyed 491 nontraditional undergraduate students enrolled in online general education courses. Of those surveyed, 43.2%, or 212 students, reported using GenAI tools like ChatGPT, Microsoft Copilot or Gemini in their coursework.
Sylvester and Kulick previously presented findings from the research at the 2025 Association for Educational Communications and Technology (AECT) International Convention. A summary of that presentation, "Transforming Higher Education: Harnessing Generative AI for Student Engagement," was subsequently published in The Journal of Applied Instructional Design. Multiple regression analysis identified two statistically significant predictors of how frequently students used GenAI and two factors that were not significant: Among students who reported using GenAI, 91.1% had a GPA of 3.0 or higher, and 68.9% earned a 4.0 in the course in which they reported using GenAI.
"These findings complicate the assumption that students primarily turn to generative AI because they are struggling academically or simply looking to save time," said Sylvester, senior manager of College Operations at University of Phoenix and lead author of the study. "Instead, we found GenAI use associated with stronger academic performance and digital confidence. That points to an important opportunity for higher education to help all learners develop the digital fluency, critical judgment and ethical awareness needed to engage with AI effectively." Open-ended responses from the 212 students who reported using GenAI provided additional context about how they incorporated the technology into their coursework.
The three most prominent themes were: Students also identified concerns about the accuracy and originality of AI-generated content, preservation of their individual academic voice and uncertainty about appropriate use under academic integrity policies. The researchers suggest the findings support a shift from approaches focused primarily on restricting AI toward clearer guidance that develops GenAI literacy, critical evaluation skills and transparent, ethical use. The study recommends incorporating AI literacy across disciplines, creating assignments that encourage students to critique and reflect on AI-generated information and providing consistent institutional guidance about appropriate use.
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