Young Americans Want AI Training — But Aren’t Getting It

Nearly three in four young Americans believe that learning to use artificial intelligence responsibly is essential preparation for both their careers and their lives. Yet most say they never received such training in high school, according to the report, The Role of AI in Higher Education: Young Voices, New Visions.

The study — part of the “Reimagining Higher Education” series by the Sine Institute of Policy & Politics at American University in Washington, D.C. — found that 72% rate responsible AI training as at least somewhat important, with majorities across gender, race, age, and political affiliation agreeing. But more than three-quarters reported that AI was either “not covered” in their high school education or was actively discouraged. 

Only 7% said they were encouraged to use it, underscoring what the report calls a serious gap between the importance young people place on AI and the reality of their educational experiences.

HIGHER ED EXPECTATIONS

Young Americans expect colleges and universities to fill that gap. A strong majority said schools should hire and train more qualified instructors to teach AI and responsible practices, and significant numbers also favored requiring AI training for first-year students, creating new AI-centered majors, and using AI tools to expand personalized tutoring.

Conducted in partnership with Future Caucus, the Close Up Foundation, American University’s Kogod School of Business, and a team of student advisors, research for the new study was fielded by Generation Lab. The survey included 1,214 online interviews of Americans ages 18 to 34, regardless of voter registration status, conducted September 5-13, 2025.

The report shows young people’s current habits with AI are uneven. While 38% use AI tools regularly for school, work, or personal use, nearly half (48%) have only experimented with them, and 14% have never tried them at all. Demographic breakdowns show men (48%), Republicans (48%), and urban residents (43%) are the most frequent users, while non-college track students (24%) and rural residents (31%) lag behind.

Despite recognizing its importance, young Americans are deeply ambivalent about AI. Just 21% say they feel excited and positive about it, compared to 31% who report feeling more concerned and anxious; the largest group, 48%, said they feel equal parts concern and excitement. Women, LGBTQ+ respondents, and non-AI users were the most apprehensive, while men, Republicans, and regular AI users reported more optimism.

CONCERNS BEYOND THE JOB MARKET

For David Marchick, dean of American University’s Kogod School of Business, the findings are a wake-up call. “The Sine Institute Poll represents a call to action for all levels of education — K-12, community colleges and universities,” he tells Poets&Quants. “The traditional model of teaching — with an instructor in front of the classroom and students listening and then being tested on recall — will be disrupted by AI because knowledge will be at everyone’s fingertips.”

It found that anxiety about AI extends well beyond employment. Seven in ten said it is extremely or very important to address the risk that people could become too dependent on AI, eroding their own analytical skills. Large majorities also expressed concern about AI’s role in spreading misinformation, discouraging human interaction and connections, and increasing loneliness and isolation. Many also feared AI could replace entry-level jobs, potentially closing off early career pathways for young workers.

Perhaps most striking, the report found that 55% of young Americans believe AI will limit their career opportunities, compared with just 22% who think it will expand them. The split is stark across groups: women (62%) were much more likely than men (50%) to expect limitations, while Democrats (64%) were the most pessimistic politically. By contrast, Republicans (32%) and urban residents (27%) were more likely to expect opportunities to grow.

Experience with AI is a key factor in attitudes. Regular users are the most optimistic, with one-third saying AI will expand their career opportunities, compared to just 6% of those who have never used AI. Non-users were overwhelmingly pessimistic, with 71% expecting AI to limit their prospects.

Marchick says these perceptions underscore the changing role of higher education. “In the AI economy, educators need to be more like coaches and facilitators, supporting curiosity, an entrepreneurial mindset and new ways of learning,” he says. “And students will need to master the fundamentals, plus be AI literate and build what used to be considered soft skills — communication, collaboration and persuasive skills.”

HOW KOGOD IS RESPONDING

At Kogod, Marchick notes, AI is no longer siloed — it’s everywhere in the curriculum. Finance students now underwrite investments and conduct portfolio analysis using AI, while marketing students design campaigns and build brands with AI tools. The school has also launched an AI major, minor, and digital badges for undergraduates, along with a graduate-level AI degree. “I am particularly excited about offering an AI minor to non-business school students — bio students who are pre-med; communications or political science majors,” Marchick says.

Kogod also created the Institute for Applied AI, which brings together more than 30 faculty fellows from across American University. The Institute’s mission, Marchick notes, is not just research, but also teaching, learning, and assessing AI outcomes.

Access and equity remain central. Every student, staff, and faculty member has access to Perplexity Enterprise, a paid AI platform. “In that way, access to a paid AI tool is equivalent to having a laptop, meal plan, or other core element for student success,” Marchick says.

FACULTY ADOPTION & INNOVATION 

Behind the scenes at Kogod, faculty training has been pivotal. Led by Professor Angela Virtu, an AI and machine learning expert, the B-school has built a robust program of workshops, department-level sessions, and one-on-one support. “Whereas traditionally business schools bring ideas and innovation to the private sector, in AI, the private sector is way ahead of academia,” Marchick says. To close the gap, the school has brought in industry experts, funded faculty attendance at AI conferences, and created forums for sharing best practices.

The payoff has been swift: while only half of Kogod faculty had integrated AI into their classrooms in spring 2025, that figure has risen to 90% this semester. “Our faculty’s most important accomplishment has been creating a culture of adoption and innovation,” Marchick says. “We have encouraged faculty to accept failure — and just pivot to try something new. No one has the answers — everyone is making things up as we go, which is great!”

On November 6, the Institute for Applied AI will host its first university-wide teaching conference, with more than 20% of American University’s full-time faculty already signed up to attend.

See the “Reimagining Higher Education” report here. 

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