The USC Center for Generative AI and Society, co-led by Dr. William Swartout, Chief Science Officer at the USC Institute for Creative Technologies has released a new report, How Students and Teachers Worldwide Are Adapting to AI, authored by Stephen J. Aguilar, Benjamin Nye, William Swartout, Andrea Macias, Yuqing Xing, and Rosie Le Xiu. It is available online here.
The report draws on a national survey of U.S. college students, an experimental evaluation of the ABE writing tool, and an international survey of more than 1,500 teachers. The research provides a clear picture of how generative AI is influencing education worldwide.
Findings show most students use AI for “executive help” — quick answers with little effort — but faculty guidance significantly increases “instrumental help,” where students clarify concepts and strengthen skills. Teachers reported both concerns and optimism: potential issues like plagiarism and reduced creativity are balanced by AI’s ability to streamline tasks, improve outcomes, and personalize learning.
The experimental study focused on ABE, “AI for Brainstorming and Editing.” Students said the tool helped them strengthen arguments, clarify claims, and explore counterarguments, rather than shortcut assignments. “We are seeing that if used appropriately, tools like ABE can use generative AI to enhance students’ critical thinking skills, rather than having them delegate thought to the machine,” Dr. Swartout told USC Today.
The report offers recommendations for encouraging instrumental AI use, designing tools with built-in scaffolds, expanding professional development for educators, and addressing equity in access and support.
Coverage of the report, including Dr. Swartout’s comments, is available in USC Today here.
//