Students outpace universities on essential AI skills

Risepoint research indicates that Australian university students now place higher value on workplace-related generative AI skills than a year ago, while fewer than one-third say their university actively teaches those skills for professional use.

The findings come from Risepoint's 2025 Voice of the Online Learner: Australia Edition report. The survey covered 1,801 Australians who were enrolled in or considering online study.

The report found that 84% of students consider generative AI skills essential to career success. That compares with 61% in 2024. It also reported that 78% already use generative AI in their studies, up from 69% in 2024.

Risepoint said only 32% of respondents reported that their university actively teaches them how to use AI as a workplace tool. The report also found that 53% said academics had discussed proper use of generative AI with them.

Curriculum gap

The results point to a difference between student use of tools and the level of formal guidance they receive. The report frames this as a curriculum and support issue for universities as AI use becomes more common in study and work.

"Students are telling us two things loud and clear," said Terry Burkitt, VP of Education Services, APAC, Risepoint. "First, they recognise that AI is changing the world of work. Second, they want their university experience to reflect that. Many institutions are already embedding Gen AI into their teaching; this research simply shows how ready students are for that to accelerate."

The report described a shift in student priorities. It linked that change to cost-of-living pressures, workforce expectations, and increased visibility of AI-related roles.

"Generative AI is no longer a niche topic or a future consideration," said Burkitt. "It's already reshaping every industry, from healthcare and education to business and technology, and students want universities to respond with practical, workforce-ready learning."

Study habits

The research suggests generative AI has moved into mainstream study practices. At the same time, it indicates that universities and teaching staff still vary in how often they address appropriate use and what constitutes acceptable practice.

"The majority of learners are already experimenting with these tools independently," said Burkitt. "That creates an urgent need for universities to provide guidance, build confidence, and ensure students understand how to use AI ethically and effectively in professional contexts."

The finding that just over half of students reported discussions with academics on proper use may matter for universities dealing with assessment integrity, transparency requirements, and discipline-specific standards. It also points to demand for clearer teaching resources and staff development as student use rises.

Jobs outlook

The report found students expect AI to change the job market through new roles rather than only displacement. It said 79% of students believe AI will create new types of jobs and career paths.

It also reported that 32% had gained marketable AI skills or certifications through AI-related learning. That figure rose from 23% the previous year. Risepoint linked this result to growing confidence among learners, including those studying in areas it described as skills shortage sectors such as healthcare, education and technology.

Credentials focus

Alongside interest in generative AI skills, the research also reported increased focus on credentials that map to employment outcomes. It found that 73% of learners believe they need qualifications beyond a bachelor's degree to improve career prospects.

The report also said 56% of respondents were willing to pursue industry-recognised certifications to gain in-demand skills faster. It added that 60% value assessments built around real-world job tasks.

"We're seeing a strong student appetite for practical, career-connected learning. More than half of respondents prioritise industry-recognised certifications, and 60% say they value assessments built around real-world job tasks," said Burkitt. "Universities are uniquely positioned to meet these needs, and many are already doing so."

Risepoint positioned micro-credentials and short courses as part of shifting expectations around higher education. It said these formats sit alongside degrees rather than replacing them.

"Short-form, stackable credentials are a flexible, accessible way to build workforce-ready skills ," said Burkitt. "These courses allow students to juggle work, family, school and other priorities, all while allowing students to graduate with skills that translate directly into workplace value."

Next steps

Risepoint said the 32% figure for workplace-oriented generative AI teaching indicated early progress. It also argued that wider adoption would require changes across curriculum design, assessment practice, and staff training.

"We know curriculum change takes time," said Terry. "But these insights give us a clearer view of what the next generation of learners need and expect, as they prepare for an AI-shaped workforce. Whether it's embedding Gen AI into assessments, building staff capability, or working alongside industry, there's a clear pathway to ensure graduates are ready for what's ahead."

"Universities that move quickly to integrate AI skills and career-aligned credentials will be best positioned to capture this growing market, while also supporting Australia's future workforce needs."