Study Reveals One-Third of Students Unable to Identify AI-Generated Misinformation

Students Struggle to Detect AI Misinformation Despite Widespread Educational Use

Nearly one-third of students aged 13-18 cannot differentiate between truthful and false information generated by artificial intelligence, according to a new study from Oxford University Press (OUP). The research reveals that 21% of pupils regularly find themselves uncertain about AI content accuracy, while fewer than half (47%) express confidence in their ability to identify AI-created misinformation.

This finding raises significant concerns as the same study shows 80% of students are now using AI for homework and school assignments. The disconnect between widespread adoption and critical evaluation skills creates a problematic learning environment where students may absorb incorrect information without realizing it.

“AI hallucinations”—instances where large language models present false information as factual—are increasingly common in popular platforms. An OpenAI report found that their newest models actually hallucinate more frequently than previous versions, with ChatGPT’s o4-mini model producing inaccurate information 48% of the time—nearly half of all responses.

Despite efforts by tech companies like Google and OpenAI to reduce these occurrences, the prevalence and difficulty in detecting AI inaccuracies raises fundamental questions about educational reliance on these tools.

Dan Williams, Assistant Headteacher and AI lead at Bishop Vesey’s Grammar School, observes two distinct usage patterns among students. “Some are using it really effectively and are getting that extra help,” he noted. “But many are copying and pasting from the AI. They don’t yet have the knowledge to test whether something is correct.”

Williams admits that even he struggles to identify AI-generated content, particularly in video format. His primary concern centers on growing student dependency without corresponding critical evaluation skills.

However, Dr. Alexandra Tomescu from Oxford University Press offers a more optimistic perspective. “We hear a lot about how AI is all doom and gloom and how it’s going to make young people very dependent on it,” she said. “But when asked, actually nine out of ten students have said that they have benefitted from AI, especially in skill development.”

The rapid adoption of AI in education has created confusion about appropriate boundaries. The study found that students want clearer guidance, with 48% seeking more teacher support in identifying trustworthy AI content and 51% requesting clarification about permissible AI use for homework.

Complicating matters, the research indicates that teachers themselves may lack sufficient AI literacy. A third of students reported that their teachers lack confidence using AI, while nearly half (47%) believe teachers cannot detect when AI has been used for assignments.

Student opinions on AI’s educational impact remain mixed. While 60% feel AI has undermined certain skills—making schoolwork too easy (26%), limiting creative thinking (12%), or hindering problem-solving (8%)—the vast majority also recognize benefits. Nine in ten students reported AI has helped them with problem-solving (18%), generating new ideas (15%), and exam preparation (13%).

The personalized learning assistance AI can provide represents a significant advantage, provided the information remains accurate. This highlights the critical need for balanced approaches that leverage AI’s benefits while developing students’ critical thinking capabilities.

Erika Galea, Director of the Educational Neuroscience Hub Europe and co-author of the report, frames the challenge clearly: “The true challenge ahead is not mastering technology but safeguarding the depth of human thought in an age of artificial intelligence.”

Education systems now face the complex task of preparing students for a world where AI is ubiquitous. Rather than prohibiting AI use, which many educators recognize as counterproductive, schools must prioritize teaching responsible engagement with these technologies. This includes developing robust verification skills and understanding AI’s capabilities and limitations—essential competencies for students who will inevitably encounter these tools throughout their academic and professional lives.