A new report: A majority of high school students say they have used AI to cheat.

Two out of three upper secondary school students have at least once used artificial intelligence in a way they themselves perceive as cheating in their assignments.

This is revealed by a report from the Danish Evaluation Institute (EVA), which has examined the first cohort of upper secondary school students with access to AI throughout nearly their entire school time. The report has also been discussed in *Politiken* ([link](https://politiken.dk/danmark/uddannelse/art10724511/Ny-unders%C3%B8gelse-afsl%C3%B8rer-udbredt-snyd-p%C3%A5-landets-gymnasier)).

According to the report, it is the students themselves who have defined when their use of AI crosses into cheating. Therefore, the actual extent may be even greater.

“We asked the students: *‘When you think about cheating yourself, how often have you done it?’* And from that, we can see that two out of three students have done it at least once in connection with an assignment. And in group work, it’s the vast majority,” says Mia Uth Madsen, senior consultant at the Danish Evaluation Institute, to DR.

Almost nine out of ten students report using AI in a way they themselves describe as cheating in group work.

AI has become a fixed part of daily life at the country’s upper secondary schools since the launch of ChatGPT in autumn 2022. ([Photo](https://www.dr.dk/nyheder/viden/art10724511/Ny-unders%C3%B8gelse-afsl%C3%B8rer-udbredt-snyd-p%C3%A5-landets-gymnasier))

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**When AI undermines learning**

However, the widespread use has a downside.

Around a third of students are concerned that AI could have negative consequences for them—for example, making them lazy.

According to Mia Uth Madsen, artificial intelligence is not the problem itself:

“AI is not inherently problematic until it undermines learning. That is, the things you should practice but don’t because you let AI do them,” says the senior consultant at the Danish Evaluation Institute to DR.

In her view, the challenge is:

“AI is here to stay. It’s an integrated part of young people’s daily lives and the society they’re being educated for. Therefore, there’s a need to adjust the system, exams, and teaching so that we account for AI as a factor today,” she says.

The report defines problematic use of AI as situations where students “take the easiest way out” and outsource task completion to technology rather than working independently and critically.

40 percent of students feel they become more lazy from using the technology. And nearly half fear it will be harder to get good grades because their classmates use AI. ([Photo](https://www.dr.dk/nyheder/viden/art10724511/Ny-unders%C3%B8gelse-afsl%C3%B8rer-udbredt-snyd-p%C3%A5-landets-gymnasier))

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**AI creates pressure in the classroom**

Many students in the report express concern that others’ use of AI affects them.

Nearly half of the students are worried that it will become harder to get good grades because of their classmates’ use of AI.

According to Mia Uth Madsen, this is closely linked to students’ internal competition with one another.

“Students’ perceptions of how their classmates use AI influence their own inclination to use it in a problematic way,” she tells DR.

She points out that this can create a dynamic in the classroom where more students feel pressured to keep up.

“It becomes a kind of arms race. There’s pressure to also use AI to polish their assignments,” she says.

The Danish Upper Secondary Students’ Association recognizes the issue.

According to spokesperson Freja Mogensen Sinclair, it’s largely about performance culture. When students believe everyone else is using it, they feel compelled to do the same.

“It stems from performance culture. You think: *‘I need to keep up with my friends’* or *‘I need to be as good as possible,’* and then they believe AI is the only option,” she tells DR.

Read also: Expert fears consequences of artificial intelligence: *‘Does every use slightly dull our minds?’* ([link](https://www.dr.dk/nyheder/viden/ekspert-frygter-konsekvenserne-ved-kunstig-intelligens-visner-vores-hjerner-lidt-ved-hvert-brug))

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**Need for new frameworks**

Mia Uth Madsen calls for clearer guidelines and more teaching on responsible use of technology—especially with a focus on exam formats.

Freja Mogensen Sinclair from the Danish Upper Secondary Students’ Association agrees:

“The big problem is that there’s a lack of teaching on how to use AI in a positive way. It shouldn’t be combated, but integrated so that students use it as a tool rather than a shortcut,” she says.

Children and Education Minister Mattias Tesfaye (S) highlights the same need.

“The task is to figure out how students can acquire AI as a tool. We need to be educated on how to engage with the information it provides and how to leave our own independent mark using AI, so it’s not just robotic writing,” he says.

The Ministry of Children and Education is working to implement new frameworks for teaching, tests, progress grades, and annual exams.

Warning: This article was translated by a Large Language Model, in case of doubt, you can always visit the original source.