I never expected AI to change the way I study—or the way I think about learning itself.
Like many students, I first encountered generative AI, specifically ChatGPT, during a moment of academic panic: finals week of my freshman year. The world of AI was a new, cutting-edge technology that no one knew much about. Professors did not have any sort of syllabus policy for or against utilizing this generative tool but clearly spoke negatively about using such a resource to complete assignments.
As a STEM major juggling multiple challenging classes, with my Biology 2 final looming over me, all I wanted was to make the most of my time left as a freshman without being completely overwhelmed by academic stress. However, I also needed to master a concept that was on my Biology 2 final that I couldn’t seem to grasp, but was too scared of the negative connotation around using AI to help me comprehend the content.
That’s when a friend introduced me to ChatGPT. At first, I was skeptical. My professors had made it clear that I was not allowed to utilize AI tools for work I turned in to them, and I had internalized that skepticism. I decided to give AI a try, as I did not entirely understand the content or have the time to find all of the answers in my several pages of notes.
I quickly realized just how powerful it could be for studying. Rather than spending hours trying to complete my 20-page study guide, I could focus on actually learning the material on the guide. ChatGPT gave me concise explanations and immediate answers, eliminating the time-consuming struggle of trying to find a starting point. Without the pressure of simply finishing the study guide, I could devote my energy to the areas where I discovered I truly needed help. I did feel a little guilty, though, as my professors did not seem to think highly of AI nor the students who used it.
When I returned for my sophomore year, I found myself revisiting AI in an unexpected way as I was taking an introductory class for my major. My professor did not have a statement in the syllabus concerning utilizing generative AI tools to aid completion of work and understanding concepts discussed in lecture. After my first exam, I was curious about a question I had answered incorrectly. I emailed my professor, eager to understand where I had gone wrong. The response? A screenshot of ChatGPT’s answer to my exact question.
That moment changed my perspective because the professor was giving me an answer from a source that other professors had dismissed. I had assumed that using AI was somehow cutting corners, but here was my professor—a knowledgeable and experienced educator—using it as a resource for further understanding. Rather than seeing it as a shortcut, my professor viewed it as a tool to help teach me the material in a different way than what was presented in lecture. I felt a little embarrassed that I hadn’t thought to check ChatGPT myself before reaching out, but I also felt empowered.
Using AI in this way wasn’t replacing learning; it was supporting it by explaining the content from a different perspective. As I continue my academic journey, I’m committed to embracing AI as part of a more inclusive learning experience. AI isn’t perfect, and it should never replace deep engagement with material, but for many students, it can be a game-changer. It reduces barriers, provides instant explanations, and allows students to focus on what they truly need to learn rather than getting lost in the mechanics of studying.
To better support students learning with AI, it would be helpful if professors were more transparent on when generative AI can be utilized in their course, when it cannot, and why. Hearing a professor explain or demonstrate how AI can enhance a student’s learning to, for example, reframe the content or break down complex concepts would go a long way towards reducing stigma about AI.
The goal of education should be understanding, not just memorization, and if AI can help more students reach that goal, why not help them learn how to use it responsibly?
Emily Houston is a student partner in the Inclusive Pedagogy Partnership program offered by Notre Dame Learning’s Kaneb Center for Teaching Excellence. A member of Notre Dame’s class of 2026, she is studying neuroscience and behavior.
For Notre Dame Learning resources related to AI, visit our Lab for AI in Teaching and Learning.