New data from the 2025 Singapore Student Wellbeing Report shows that:
- 93% of Singaporean students have used AI for study tasks, yet nearly three quarters (74%) experience some level of stress when using AI.
- 69% expect their university to provide AI support tools - one of the highest expectations among the surveyed regions.
- Speed and Confidence are the top reasons for using AI.
- 42% of students report that using AI has increased interaction with peers and teachers.
The pervasiveness of AI in student life
In 2025, AI is not a new novelty for Singaporean university students; it is a standard part of their university reality. An overwhelming majority of students (93%) report having used AI tools to help with assignments or study tasks. The frequency of use is higher for younger students (aged 18-25), with 35% of them using AI regularly, and for full-time students, at 35% regular use compared to 18% of part-time students. The main drivers for this uptake are efficiency and certainty. Students say they use AI for "speed" - to receive feedback in minutes rather than days, which was the number one reason for use at 27%. "Confidence" to ensure they are on the right track with their assignments is the second most popular reason, at 19%.
Over two-thirds of Singapore university students (69%) expect their university to offer AI support tools. Out of the surveyed regions (Australia, New Zealand, Singapore, USA, UK, Canada, UAE and Saudi Arabia), this represents the third-highest level of such expectation in the world.
The dual-edged sword: AI-related stress and confidence gaps
Despite the widespread use, the integration of AI is not seamless, and it comes with significant student anxiety. A substantial 74% of students report experiencing some level of stress when using AI tools for their studies. These anxieties are rooted in practical and ethical concerns. Students fear being accused of plagiarism, worry about becoming too dependent on the technology, and have concerns about data privacy.
"Sometimes the output AI tools generate don't make sense, making me even more confused"
"The sheer number of AI tools available makes it difficult to choose the right one for a specific task.”
There is also a notable confidence gap related to skill development. 29% of students are "Not at all" or only "Slightly" confident that they are learning and improving their own skills while using AI tools. This sentiment is more pronounced among full-time and on-campus students compared to their part-time and distance-learning peers. Students who are struggling academically may feel less sure that they are using AI tools for their own learning gain, while higher-performing students report more confidence in this regard.
Institutions must adapt quickly, and integrate ethically
Students overwhelmingly expect their universities to provide AI support tools, with 69% saying "yes". This expectation is even higher among distance/off-campus students (80%) and those working full-time (76%). While universities have made strides in this area, with the percentage of students who believe their university is adapting fast enough rising from 58% in 2024 to 66% in 2025 , a third of students still feel their university could be moving faster.
The good news is that AI can foster human connection. Overall, students report that using generative AI has resulted in "more" interaction with peers and teachers (42%). This is particularly true for distance learners, with 75% of them reporting increased human interaction due to AI use. This finding suggests that when properly integrated, AI can facilitate deeper, more meaningful engagement. As one student put it, universities should prepare students "for a job market where the ability to use Al is a skill that's expected from employers, we should be taught in school how to use it".
As this new academic chapter unfolds, it's clear that generative AI has isn't going anywhere. However, this adoption comes with significant stress and uncertainty for students (one example is this recent case of academic misconduct around AI use at NTU - Straits Times). The data from the Wellbeing Report shows a clear and urgent need for universities to move from a reactive to a proactive stance, taking the lead in directing the ethical and effective use of AI. By providing clear policies, curated tools, and dedicated training, universities can transform AI from a source of anxiety into a powerful and confidence-boosting partner in learning, ensuring that students are not only prepared for the future of work but are also thriving in their academic present.
