The use of artificial intelligence tools has grown rapidly in the past few years, with young people seen as the most digitally savvy adopters.
In the university sector, conversations have focused on what AI means for teaching, learning and academic integrity, yet have seen relatively limited attention paid to how it might reshape a student’s journey into higher education
As the UK’s shared undergraduate admissions service, UCAS aims to ensure that everyone who wants to go to university or college has the opportunity to do so. We surveyed and spoke to thousands of prospective applicants, current applicants and first-year undergraduate students to understand how, and if, they use AI to discover their options and navigate the application process. The findings offer important insights into how universities and colleges might need to enhance their engagement and support.
Move over search engines
The clearest trend is that AI is becoming an increasingly important research tool for applicants. Nearly half (48 per cent) of those we surveyed said they had used it to explore their options. Of those, the majority had used it to compare universities (61 per cent) but other top reasons included exploring subject choices (59 per cent) and looking up entry requirements (52 per cent). The answers below are responding to being asked to give an example of a typical question they asked AI when exploring information about higher education study.
What courses does this uni offer? Or what subjects are needed for this course?” Female, age 16-17
“Which universities offer the best engineering programs and what are their rankings?” Male, age 16-17
Respondents reported using AI due to its instantaneous responses, personalised advice and ability to compare institutions and courses.They tend to use it in the early stages of their research, to navigate information more quickly than some traditional search methods.
I use it for inspiration and checking career pathways.” Female, age 17
One of the things universities and colleges will want to ensure is that AI is accurately surfacing their information, correctly presenting content that is up-to-date and relevant – for example, by structuring online content around the key questions students ask, presented in clear, digestible summaries that AI tools can easily find and extract.
Advice from people still matters
Importantly, the research shows these tools are not replacing official sources. Just under half of respondents (43 per cent) said university websites were their first “go to” resource, whereas only 13 per cent said they would start with chatbots.
Reassuringly, real-world experiences are still key to making important decisions. Nearly half (48 per cent) said they would remove a university from their shortlist based on a negative open day experience while only 8 per cent would do so based on a negative AI review.
This underlines the importance of creating a unified discovery journey for potential applicants across different channels and content types, both online and in person. Universities and colleges can also strengthen critical relationships in person at discovery events and open days, by ensuring the experience is consistently high‑quality. AI can support research, but it can’t replicate campus atmosphere or real-life connections.
Students understand AI’s limitations
While many applicants are using AI in the early stages, alongside credible sources to check information, they are far less likely to rely on it for completing their UCAS application or making final decisions. Trust in AI is the main barrier, with concerns over accurate and unbiased information. The majority of respondents (73 per cent) said they had recognised or received incorrect information from AI before.
AI gave me incorrect grade requirements for a university course, so I checked the official university website.” Female, age 16 to 17
Respondents said they would not trust AI with making personal decisions, or their firm or insurance choice.
I would not trust AI to understand the emotional side of making a decision to study at a specific university.” Female, age 20 to 24
“I would not trust AI to make personal decisions such as for my physical or mental health.” Male, age 16 to 17
Instead, parents and teachers remain more trusted sources of support. Only 13 per cent of respondents trusted AI more than a teacher and 16% trusted it more than a parent, guardian or carer. This creates an opportunity for universities to strengthen their engagement with schools, colleges, parents and carers – groups that remain central to applicant decision‑making.
Clearly, AI can play a valuable role in helping applicants research their options, but it’s not a substitute for trusted sources like official websites or personal guidance. Whether we are at a tipping point remains to be seen. Will future applicants become more trusting of AI? And what might that mean for admissions? This research provides an initial benchmark, and UCAS will continue to track how applicant attitudes and behaviours towards AI evolve.
The research is based on a survey of 4,485 potential applicants, applicants and first-year undergraduate students in November 2025, followed by three student focus groups in January 2026.
