Teaching and innovation

AI: 94 per cent of students use it. But those who trust it most check their answers less

The results of the national survey ‘Me and Artificial Intelligence’, organised by INDIRE and the Festival of School Innovation. The survey involved pupils from lower and upper secondary schools

by School Editorial Team

4 September 2026

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6' min read

Translated by AI

Versione italiana

6' min read

Translated by AI

Versione italiana

Artificial Intelligence has already become an established part of Italian students’ lives: 94 per cent use it at least occasionally, and 62 per cent do so on a weekly or daily basis. In schools, the phenomenon is just as widespread: 84 per cent of pupils use AI for their studies, and more than three in four believe it helps them understand topics better and learn more quickly. But it is precisely this high level of familiarity with these tools that raises a crucial educational issue: knowing how to use AI does not necessarily mean knowing how to evaluate it critically.
This is one of the most significant findings of the national survey ‘Me and Artificial Intelligence’, promoted by INDIRE and the Festival of School Innovation, the findings of which will be presented on the afternoon of Friday 4 September, during the first day of the sixth edition of the Festival of School Innovation, taking place in Valdobbiadene from 4 to 6 September. The research will be presented by Samuele Calzone, a researcher at INDIRE.

The survey involved over 5,300 students

The survey was launched last March specifically in the run-up to the Festival, with the aim not merely of discussing young people and AI, but of listening directly to the students and understanding what is already happening in the classroom and in their daily lives. The survey, carried out between March and June 2026, involved 5,342 pupils from lower and upper secondary schools, who completed the questionnaire in class with the support of their teachers. This is one of the most extensive empirical surveys carried out on this topic at national and European level, although it is based on a convenience sample and is therefore not statistically representative of the entire student population.

In secondary school, AI is already part of everyday life

The results show, first and foremost, just how quickly AI has become a commonplace tool. 40.3 per cent of pupils use it several times a week and 21.15 per cent almost every day. The difference between the various school levels is very marked. In lower secondary school, 12.5 per cent never use AI and 10.4 per cent use it very often; in upper secondary school, however, the proportion of those who do not use it drops to just 1.5 per cent, whilst the proportion of the most frequent users rises to 27.7 per cent. The data suggests two different educational scenarios: in lower secondary school, it is still possible to guide pupils as their usage habits develop, whilst in upper secondary school, the school is faced with behaviours that are now largely established.

The ‘paradox of trust’: those who trust blindly check things less often

However, it is in the relationship between trust and critical thinking that the research reveals one of its most interesting findings. Overall, 76 per cent of students say they trust AI’s answers, whilst 62 per cent say they check them against other sources. But when the individual students’ responses are analysed, what the researchers call the ‘trust paradox’ emerges. In fact, it is precisely the students at the two extremes – those who trust AI very much and those who do not trust it at all – who are least likely to verify the information. Among those who express the highest level of trust, 55 per cent do not check the sources; but this figure rises to as high as 56.1 per cent among those who do not trust it at all. Conversely, the students who are most diligent in checking the information are those who maintain a moderate level of trust in AI. The educational challenge, therefore, does not seem to be simply teaching students to trust or distrust AI, but rather to foster an informed trust, enabling them to subject the machine’s responses to scrutiny and judgement. 84 per cent use AI for their studies, but 44 per cent fear they will ‘think less for themselves’

A very common activity

AI is now also widely used in schoolwork: 84 per cent of pupils say they use it for their studies. The subjects in which it is used most frequently are Italian, writing, summarising and reading (40.32 per cent), foreign languages (34.89 per cent) and maths and science (32.76 per cent). By contrast, the reported use for artistic and creative activities is much more limited, at 5.45 per cent. 76.5 per cent believe that AI helps them to understand topics better and learn more quickly. At the same time, however, students seem to perceive the risk inherent in relying on machines: around 44 per cent agree with the statement that AI used in schools can make them too dependent and lead them to ‘think less for themselves’.

Teachers’ views

The findings on teachers’ use of AI are also interesting: 87.8 per cent of pupils would be happy for their teachers to use it to prepare lessons or set homework. Almost half, 48 per cent, take a very pragmatic view: it would make no difference to them, provided the lesson was good and clear. Only 12 per cent would consider this use to be unsettling or inauthentic.

Not just for studying: for 53 per cent, AI has also been a ‘confidant’

The research also highlights a phenomenon that goes far beyond educational use. 53 per cent of students say they have turned to AI at least once to let off steam or deal with a personal problem, effectively using it as a sort of ‘digital confidant’. 28.4 per cent have done so rarely, 14.8 per cent fairly often and 10 per cent many times.

The differences

This phenomenon shows particularly significant differences by gender and age: all other things being equal, girls are almost twice as likely as boys to confide in a chatbot and, given the same level of usage, this behaviour is more common amongst younger lower secondary school pupils.

Young people want AI that helps humans, not replaces them

However, the survey reveals a generation that is far from uncritically enthusiastic about technology. When imagining the AI of the future, students above all want it to remain a tool at the service of humankind. The applications considered most useful are, in fact, assistance with study and work (45 per cent) and improvements in medicine and healthcare (41 per cent). By contrast, only 6 per cent would be willing to entrust AI with complex decisions of an ethical, healthcare or political nature.

Perception of hazards

The perception of the risks is also very clear: students cited the replacement of human labour as the main concern (36 per cent), followed by the loss of critical thinking and addiction (26 per cent) and the risk of social control and manipulation (24 per cent). Half of the respondents therefore envisage a future in which AI is powerful, but strictly under human control.

The educational challenge: not just knowing how to use AI, but learning to evaluate it

The survey results go straight to the heart of the theme chosen for the 6th edition of the School Innovation Festival: ‘Intelligence, intelligences. Learning with AI: experiences and impacts’. The Festival was, in fact, conceived as a forum where real-world experiences from schools are compared with research and the major cultural transformations affecting education. Eighty schools of all types and levels will gather in Valdobbiadene to share their educational and teaching experiences involving the use of artificial intelligence.

Indire: AI is already part of everyday life

“Artificial Intelligence has already become part of young people’s everyday lives and their study habits,” says Samuele Borri, a technology manager at INDIRE. ‘This is why schools cannot simply observe the phenomenon or regulate its use: they must guide pupils towards an informed, responsible and critical use of these tools. Research shows, in fact, that a high level of familiarity with AI does not always go hand in hand with a full ability to assess its reliability and limitations. The school’s task is therefore to help the younger generation use Artificial Intelligence as a supportive tool, without sacrificing their ability to think for themselves and exercise critical thinking. This is one of the great educational challenges of our time.”

Technological literacy and critical thinking are not the same thing

“The INDIRE-Festival research highlights, in particular, a potential priority for schools: technological familiarity does not automatically equate to critical thinking,” says Luigi Ballerini, chair of the Festival’s scientific committee. “Pupils may be highly proficient at using a chatbot, formulating queries and quickly obtaining texts and information, without being equally capable of recognising its errors, limitations and degree of reliability. Hence one of the key recommendations to be discussed at the Festival: it is not enough to teach young people how to use Artificial Intelligence, nor is it sufficient to simply recommend, in general terms, that they check its responses. Verification, scepticism and critical judgement must be made an integral part of the educational experience, so that AI can become a tool that expands the possibilities of knowledge without replacing the student’s intellectual freedom and autonomy. Another cause for concern is the use of AI as a confidant: the risk is not only that a machine might be mistaken for a friend, but that, in practice, the search for real friends – as well as the experience of sharing one’s thoughts with peers and trusted adults – will be increasingly diminished.”

The organisational structure

The School Innovation Festival is organised under the patronage of the Veneto Region, the Municipality of Valdobbiadene, Invalsi and INDIRE, and with the support of INDIRE and the Treviso-Belluno Chamber of Commerce - Dolomiti, Banca Prealpi SanBiagio, Sanoma, MR Digital Education, Spaggiari, Umana, the Unhate Foundation, Fondazione per la Scuola, Eolo, Exlea, Dallara Academy and Assodidattica. Dieffe and ApiS – Amore per il Sapere are collaborating on the Festival; content partners include Fondazione per la Sussidiarietà, Diesse and Di.S.A.L., whilst media partners are *La Repubblica*, *Tuttoscuola*, *askanews*, *Edulia Treccani Scuola* and *Scuola.net*.

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