{"id":10610,"date":"2026-10-26T08:00:42","date_gmt":"2026-10-26T13:00:42","guid":{"rendered":"https:\/\/www.everylearnereverywhere.org\/?p=10610"},"modified":"2026-10-27T13:08:26","modified_gmt":"2026-10-27T18:08:26","slug":"how-students-use-ai-to-learn-and-prepare-for-careers-results-from-listening-to-learners-2026","status":"publish","type":"post","link":"https:\/\/www.everylearnereverywhere.org\/es\/blog\/how-students-use-ai-to-learn-and-prepare-for-careers-results-from-listening-to-learners-2026\/","title":{"rendered":"How Students Use AI to Learn and Prepare for Careers: Results from Listening to Learners 2026"},"content":{"rendered":"

Students and faculty are using generative AI often enough that variations in their frequency of use have the potential to tell educators something about how they experience teaching and learning. In the latest annual Listening to Learners report, Tyton Partners compare students and faculty who use generative AI daily with those who use it less often, and the resulting profiles connect AI use with perceptions of learning, career preparation, and the value of their degree.<\/p>\n

The profiles of daily AI users are one detail in a broader report based on a May 2026 survey of more than 1,800 undergraduates. Listening to Learners: Balancing Aspirations, Academics, and AI<\/a><\/em> also presents findings from that survey on retention, student support services, career readiness, and the use of AI for student support. The annual survey and report compares student responses with findings from companion surveys of faculty, administrators, and advisors.<\/p>\n

One recurring theme of the Listening to Learners series is differences between what students say affects their progress and what faculty, staff, and administrators identify. For example, a central theme in this edition is how students emphasize more than faculty do the impact of workload, belonging, perceived degree value, relevant and accessible support, and clear career pathways. The report argues that institutions can improve student outcomes by designing supports more closely around those experiences.<\/p>\n

Cathy Shaw, Associate Partner at Tyton Partners and one of the co-authors of Listening to Learners 2026<\/em>, says the profiles of daily AI users show how those students and faculty think differently about what the technology contributes to learning, appropriate use, the value of college, and their career preparation. She says by highlighting daily AI use, the co-authors wanted to see how that corresponds with differences in behavior, sentiment, and openness to changes.<\/p>\n

Daily AI users report a different relationship with college<\/h2>\n

The profile of student daily users of AI shows they are 12 percentage points more likely than their peers to say college is worth the cost and that 77 percent feel on track to graduate. They are also twice as likely to use agentic AI as other students, more open to instructors using it in areas such as grading, and twice as likely as their peers to feel that their courses prepare them for their careers.<\/p>\n

\u201cDaily users of AI have an interesting openness,\u201d Shaw says. \u201cPersonal use really opens someone\u2019s eyes to what is possible.\u201d<\/p>\n

The instructor profile shows a similar openness. Among those daily AI users, 93 percent report redesigning their teaching practices as a result of AI, and they are 21 percentage points more likely than their peers to encourage students to use AI for personalized support.<\/p>\n

AI literacy is becoming part of how students define career readiness<\/h2>\n

Findings elsewhere in the report on students\u2019 desire for more career readiness offer some context for the daily-user profile. Students place more emphasis than instructors on real-world applications in their courses, with 34 percent of students including that in their definition of workforce readiness, compared with 23 percent of faculty.<\/p>\n

Shaw connects that finding to the stronger career preparation ratings among daily AI users. \u201cStudents know that part of being workforce ready is being AI literate,\u201d she says, \u201cand that’s less of something faculty are emphasizing.\u201d<\/p>\n

\u201cEarly career roles are the ones that have been impacted the most by AI, and students intrinsically know this.\u201d She says it makes sense that \u201cstudents using AI daily also believe their degree is preparing them for a career if they’re using the tools to help them do coursework.\u201d<\/p>\n

Related reading: The Career Readiness Imperative in Gateway Courses<\/a><\/em><\/p>\n

Students recognize when AI supports learning and when it is a shortcut<\/h2>\n

Listening to Learners 2026<\/em> finds that students overall average three AI use cases, examples of which include writing and editing, note taking, research synthesis, tutoring support, and degree planning. The report characterizes this as \u201cbroad, measured AI practice\u201d rather than reliance on AI for a single purpose.<\/p>\n

Students also recognize when they use AI simply to get through an assignment without learning the material, and Shaw says they often choose uses that are compatible with learning goals. \u201cStudents intrinsically recognize the difference between creating flashcards versus skipping the learning altogether,\u201d she says.<\/p>\n

\u201cAnd skipping the learning has to do with whether or not they think the course is relevant to their goals. It’s hard to see where faculty would challenge some of the use cases students shared with us on this list. Many of these are not crutches. They’re assists.\u201d<\/p>\n

\"Figure

From Tyton Partners, Listening to Learners 2026<\/p><\/div>\n

<\/h2>\n

Ask students to help shape course-level AI policy<\/h2>\n

Shaw shares that not all the survey results made it into the published version of the reports, including the fact that most students do not observe blanket bans on AI. She describes written responses showing that from the student perspective, faculty who ban AI do not understand the technology, including how it is embedded in everyday tools like search engines.<\/p>\n

As Tyton Partners\u2019 companion survey Time for Class 2026<\/a><\/em> showed, only about one-third of institutions have centralized guidance on AI use, which leaves most instructors responsible for setting expectations within their own courses. Pairing that finding with the section of Listening to Learners 2026<\/em> on AI for student support offers some insights relevant to any institution or department grappling with AI policy. It shows that among public four-year institutions, 82 percent of administrators and staff say students should be involved in developing AI policy, but only 27 percent of institutions do involve students. Two-year and private institutions have similar gaps.<\/p>\n

The profile of daily AI users shows that many students now arrive with substantial experience using AI as an academic and career development tool, Shaw says. The report gives faculty evidence for finding out where their students actually are before designing guidance around them. She recommends asking current or former students what they think of a proposed course policy, including where AI can support learning and where it can interfere with course objectives.<\/p>\n

\u201cI don’t see any harm in having that conversation if you’re a faculty member and inviting students to express their opinions,\u201d she says. \u201cYou can say, \u2018I’m drafting my AI policy, and I really want to involve you in that process.\u2019 It could only help engagement. It\u2019s meaningful to them to leave the course in a better place than it was before, and that\u2019s nothing to shake a stick at.\u201d<\/p>\nDownload Listening to Learners 2026<\/a>","protected":false},"excerpt":{"rendered":"

Students and faculty are using generative AI often enough that variations in their frequency of use have the potential to tell educators something about how they experience teaching and learning. …<\/a><\/p>","protected":false},"author":13,"featured_media":10619,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-10610","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"acf":[],"yoast_head":"\nHow Students Use AI to Learn and Prepare for Careers: Results from Listening to Learners 2026 - Every Learner Everywhere\u00ae<\/title>\n<meta name=\"description\" content=\"In Listening to Learners 2026, Tyton Partners compare students and faculty who use generative AI daily with those who use it less often.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, 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