As many as three in four sixth-formers were prepared by chatbots, which are starting to replace study groups

The time has come for artificial intelligence to face its own ‘Maturità’: the 2026 state exam will, in fact, serve as a massive test case to understand what happens when the majority of candidates use AI chatbots on a daily basis to study. According to the thematic survey carried out by Skuola.net, in just two years the percentage of sixth-formers assisted daily by ChatGPT and similar tools has risen from 27% to 47%, meaning it has practically doubled. If we add to this the substantial quarter (27%) who use them more sporadically, we reach the staggering figure of 3 out of 4 students. All things considered, only 9% of final-year students have never, ever used artificial intelligence this year, compared to the 24% recorded on the eve of the 2024 Maturità, just twenty-four months ago.

The survey, in which around 1,000 sixth-form students took part, also reveals a significant shift in how chatbots are used; today, they are primarily employed to support daily study.
Referring again to data collected two years ago, the most common use of AI was for writing assignments, essays and exercises on behalf of students. Now the picture has changed completely
In fact, 61% of regular users rely on them to prepare for tests and exams, using explanations, diagrams, summaries or other revision materials; almost half (48%) consult them to gain ideas and inspiration to develop further independently, whilst 42% use them to explore topics in greater depth and carry out research, and 16% use them to practise through quizzes and questions.
There are also those who rely on AI to complete exercises and practical problems (38%), or to write essays, summaries or papers (34%), as well as to translate foreign-language texts or have their work corrected (24%).

Despite this, there is an awareness that the risk of diminishing one’s cognitive abilities by relying on chatbots is ever-present: as many as 75% of students who use them regularly acknowledge, in fact, the danger of becoming overly dependent on them in the run-up to exams.
For over a quarter of the sixth-form students surveyed (26%), the problem is already a tangible one, to the extent that they feel less prepared to tackle their A-levels without the help of chatbots.
Almost half (49%), on the other hand, are concerned that they may have lost some ground but have nevertheless tried to maintain a balance, using these tools as a support to speed up their studying without, however, delegating the most important work to them: understanding, processing and memorising the content. Only 1 in 4 students, however, sees no particular issues and still feels perfectly capable of managing without artificial assistance.

Another interesting finding that emerges from the survey – and which is, in a way, a consequence of the rapid rise of chatbots as study tools – concerns relationships between classmates.

23% of those surveyed candidly admit that they do not need to discuss things with their peers to prepare, as they have an AI chatbot to talk to.
Despite this, study groups – which spring to mind when one thinks of the Maturità – still exist, albeit to a lesser extent than in the past: only 17% of respondents are holding frequent study sessions (daily or almost daily) with their fellow students, whilst a further 41% will take part in sporadic, targeted group study marathons.