Ace
Short answer: using AI to explain topics, quiz you and give feedback on your understanding is generally fine; submitting AI-written work as your own, or using AI in an assessment where it isn't allowed, is usually cheating. The rules vary by university and even by assignment, so always check your course's AI policy, and when in doubt, ask your lecturer and say how you used AI.
Where is the line between using AI and cheating?
A useful test: is the AI helping you learn, or doing the work you're being assessed on?
- Usually fine: asking for an explanation of a concept, generating practice questions from your notes, getting feedback on whether you understood something, checking your study plan.
- Usually not fine: submitting AI-written essays, answers or code as your own; using AI during an exam or a test where it's banned; using AI to rewrite someone else's work to avoid plagiarism checks.
- Depends on your course: using AI to edit your grammar, brainstorm ideas or structure an outline. Some courses allow it with disclosure; others don't.
What do universities typically say about AI?
Many universities have published principles rather than blanket bans. In the UK, the Russell Group universities agreed principles in 2023 that commit them to teaching students to use AI appropriately, adapting assessment, and upholding academic integrity (Russell Group, 2023). International guidance from UNESCO also encourages a human-centred approach with clear rules and oversight (UNESCO, 2023).
In practice, this often means AI use is allowed for some tasks and not others, and many courses ask you to declare how you used it. The specific rules for your assignment always come first.
How can you use AI for studying honestly and effectively?
- Ask for explanations, then explain it back. Read the AI's explanation, close it, and explain the topic in your own words.
- Turn your notes into practice questions. Testing yourself is one of the most effective study methods there is (Roediger & Karpicke, 2006), and it's entirely your own work.
- Ask for hints, not answers, when you're stuck on a problem. Research shows AI that gives answers away can harm learning, while hint-based help largely doesn't (Bastani et al., 2025).
- Get feedback on your understanding, not your submission. Ask "what did I misunderstand?" about your own explanation, rather than "rewrite my essay".
- Check everything against your sources. AI can be confidently wrong, and getting facts wrong is your responsibility, not the tool's.
- Keep a record. If your course requires disclosure, note what you used AI for as you go.
- Ask when unsure. A quick message to your lecturer costs nothing; a misconduct case costs a lot.
If your course asks you to declare AI use, a short, specific note works well, for example: "I used an AI tool to quiz me on the lecture material and to explain the concept of opportunity cost. All writing and analysis in this essay are my own." Being specific shows good faith and protects you if questions come up later.
Ace sits firmly on the "learning" side: it turns your own lecture slides and notes into practice questions for you to answer, with every answer showing the line from your notes it came from. It doesn't write assignments. See also how to study with AI.
Frequently asked questions
Is using ChatGPT for studying cheating?
Using it to understand topics and quiz yourself is generally not cheating. Submitting its writing as your own, or using it where your course bans it, usually is. Check your course's policy.
Can my university tell if I used AI?
Detection tools are unreliable, but lecturers often notice work that doesn't match your usual style or understanding. Honest, declared use is always the safer path.
Do I need to say I used AI?
Many courses now require you to declare AI use for assessed work. Even where it's not required, being open about it protects you.
Sources
- Russell Group. (2023). Russell Group principles on the use of generative AI tools in education.
- UNESCO. (2023). Guidance for generative AI in education and research. UNESCO.
- Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255.
- Bastani, H., Bastani, O., Sungu, A., Ge, H., Kabakcı, Ö., & Mariman, R. (2025). Generative AI without guardrails can harm learning: Evidence from high school mathematics. Proceedings of the National Academy of Sciences, 122(26), e2422633122.
