# Learning to Use AI Wisely: Insights from a Practical University Students’ Workshop - Savonia AMK > Practical AI workshops help students use AI critically, ethically, and as support for real learning – not shortcuts. ## Overview Artificial intelligence (AI) is rapidly becoming embedded in students’ everyday learning practices. In higher education, students increasingly use AI tools to summarise materials, clarify concepts, improve language accuracy, and generate ideas. While these tools can support learning in meaningful ways, many students still lack practical guidance on how to use AI critically, ethically, and in ways that genuinely enhance learning rather than replace it. This project explored how first-year international Savonia UAS students currently use AI and examined whether a short, practical workshop could strengthen students’ understanding of responsible, learning-focused AI use. An interactive 90-minute workshop was delivered to 45 first-year students of IoT and Mechanical Engineering in November 2025. ## Current Student AI Practices Workshop discussions, polls, and activities showed that most students already use AI regularly in their studies. Common uses included: * summarising study materials * checking understanding of difficult concepts * language support, including translation and grammar correction * generating ideas and examples Students described AI as particularly useful for simplifying complex topics, offering alternative explanations, and saving time during study tasks. Many students also valued AI for helping them structure their thinking and improve clarity in written work. ## Identifying Risks and Ethical Uncertainty While some students were generally aware that AI can produce errors, this awareness was often superficial. During the workshops, concerns such as inaccurate information, misleading responses, and over-reliance became more explicit. Most students had tended to place a high level of trust in AI outputs, rather than consistently engaging in critical evaluation. The activities revealed that many students struggled to detect inaccuracies in AI-generated content, particularly when the errors appeared subtle or plausible. Furthermore, students demonstrated uncertainty regarding acceptable and unacceptable AI use, often operating within "grey areas" where institutional guidelines did not provide enough practical clarity. ## Workshop Methodology The workshops centred on collaborative, hands-on group activities designed to move beyond abstract discussions. Students worked in small groups to: * distinguish between prompts that support learning as a “mentor” and prompts that bypass learning as a “shortcut” * identify factual and logical errors in AI-generated text * create learning-focused prompts connected to their own coursework and assignments. ## Outcomes and Impact Following the workshops, more than 70% of students reported increased confidence in using AI responsibly. Students reported that they were more likely to: * check AI-generated outputs carefully * question information rather than accepting it immediately * avoid relying on AI for complete answers * use AI to support understanding rather than replace independent thinking. The project continued in April 2026 with a session on report-writing, where students demonstrated a lasting understanding of the "mentor" vs. "shortcut" concepts, suggesting that practice-oriented interventions have a meaningful impact on student behaviour. ## Practical Approaches for AI Literacy 1. **Integrate small AI literacy activities into existing courses:** Short activities such as analysing AI-generated answers or improving prompts can be integrated without major curriculum redesign. 2. **Use realistic examples and authentic study situations:** Concrete examples help students understand what responsible AI use looks like in practice. 3. **Teach students to critically evaluate AI outputs:** Provide guided opportunities to question AI-generated information and verify claims. 4. **Address ethical uncertainty directly:** Provide clear examples of acceptable and non-acceptable AI use regarding assignments, authorship, and confidentiality. 5. **Create space for discussion and reflection:** Allow students to share experiences and explore uncertainties without fear of judgement. ## Authors * **Zainab Elgundi**, International Relations Planner, Savonia University of Applied Sciences * **Irene Hyrkstedt**, Senior Lecturer, Savonia University of Applied Sciences ## References * Barrett, A., & Pack, A. 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