Arsaga Partners Inc. (Headquarters: Shibuya-ku, Tokyo; President & CEO & CTO: Yasuaki Omata; hereinafter "Arsaga Partners"), which promotes DX for companies, conducted a survey targeting 328 school staff nationwide working in the education industry regarding the current state of generative AI in educational settings and organizational challenges.

This survey analyzes the impact of generative AI on students' learning effectiveness and thinking skills. The results revealed that while 58.5% of teachers feel positive changes in students' creativity and thinking skills due to the use of generative AI in learning, 55.3% of teachers are concerned about students' "stagnation of thought" caused by AI. Furthermore, the reality on the ground was highlighted: enthusiastic teachers who aim to encourage students to "deepen their thinking" with AI and utilize it at a high level are facing new challenges.

◾ Survey Results Summary

◾ Survey Overview

Survey Organization: In-house survey

Survey Method: Internet-based questionnaire survey

Survey Period: April 30, 2026 - May 7, 2026

Target Audience: School staff nationwide working in the education industry

Valid Responses: 328

*Because proportions are rounded to the second decimal place, the total may not always be 100%.

*For questions with multiple answers, the sum of each item may exceed 100%.

*In this survey, "students" in the questions and graphs include all learners, such as children.

1: Generative AI Penetration Among Students

As generative AI usage progresses throughout society, to what extent is it spreading among students? We will explore the latest situation of AI adoption in educational settings.

*For detailed AI usage by teachers, please refer to the following survey report:

[Generative AI Usage Survey 2026] Teacher Generative AI Usage Rate Increases 1.5 Times Year-on-Year! 60.8% of Teachers Experience "Reduced Burden"

⚫︎ In educational settings where generative AI is permitted, approximately 70% of students utilize it.

In current educational settings, over half (53.7%) of students have been officially "permitted" to use generative AI by their schools. Furthermore, notably, approximately 70% (69.8%) of students in this "permission" environment are already utilizing AI. This suggests that once hurdles such as prohibitions or lack of rules are cleared, AI utilization in student learning is steadily becoming established.

2: [Year-on-Year Comparison] Positive Changes in Students' "Creativity and Thinking Skills"

What kind of impact is generative AI usage having on students' learning? We will analyze qualitative changes in learning effectiveness by comparing with the survey results from the previous year (approximately 10 months ago).

▼2025 Survey Results Here:

[Generative AI Usage Survey | Education Industry Edition] Less Than 30% of Teachers Say "AI Made Work Easier." AI, Which Should Be Convenient, Also Creates New Tasks

Survey Period: July 22, 2025 - July 29, 2025

Valid Responses: 283

⚫︎ The proportion of teachers who feel an improvement in students' "creativity and thinking skills" is more than 2.5 times that of the previous year.

When asked in this survey, "Have there been positive changes in students' 'creativity' and 'thinking skills' due to AI usage?", the proportion of teachers who answered "Strongly agree" (15.4%) and "Somewhat agree" (43.1%) totaled 58.5%. In the previous year's survey, the proportion of those who felt an improvement in learning efficiency was 22.3%; this year, the proportion of teachers experiencing positive changes has increased to about 60%, more than 2.5 times that figure.

⚫︎ Improvements in "Initiative," "Expressiveness," "Inquisitiveness," etc.

When teachers were asked in detail about the positive changes, specific student changes such as the following were observed:

Improved Initiative "When they have a question, they now research it themselves without waiting for the teacher's answer (Male, late 30s)." "By asking AI first, they understand the direction of their research, lowering the hurdle to start the task (Male, late 40s)."

Enhanced Expressiveness and Skills

"Students who struggled with writing English compositions were able to engage with it enjoyably by utilizing AI effectively (Female, late 30s)."

"Even children who were not good at writing have gradually become able to write (Male, late 30s)."

Deepened Inquiry and Thinking

"The themes and fieldwork methods for inquiry-based learning (learning activities where students identify and learn about issues themselves) have become more profound (Male, late 40s)."

"They use it to check if their writing is correct and to deepen their knowledge (Female, early 50s)."

3: The Risk of "Stagnation of Thought" Lurking Behind the Benefits, and the Reality of Superficial AI Use

While positive changes like improved creativity are observed, new concerns are also emerging in the field. Here, we will delve into the new challenges arising between students and AI.

⚫︎ Despite positive changes, over half of teachers are concerned about "stagnation of thought."

Amidst improvements in students' creativity and thinking skills, when asked, "Do you feel that students are experiencing 'stagnation of thought' due to generative AI?", a majority (55.3%) of teachers answered "Yes," combining "Strongly agree" (13.0%) and "Somewhat agree" (42.3%). This indicates that, as a flip side to the convenience of generative AI instantly providing polished answers, a new challenge is becoming apparent: students skipping the "process of thinking" where they derive answers through trial and error.

⚫︎ Unquestioning acceptance of answers and complete reliance on generative AI. The reality of "superficial use."

Among the elements that make teachers feel students are "not using it effectively," the most common response was "Not checking if the AI's answer is correct and accepting it as is" (56.9%), followed by "Using AI like a search engine, resulting in a state of 'outsourcing'" (37.4%), and "Not knowing what kind of questions (instructions) to give to AI" (27.6%). This highlights that many students are not engaging in a process of repeated dialogue with AI by refining prompts (instructions), but are content with the initial, easily obtained answers, remaining at a "superficial level of use."

4: "New Challenges" Quickly Recognized by Enthusiastic Teachers

The benefits of improved creativity and thinking skills, and the concern of stagnation of thought. In educational settings where these two phenomena are occurring simultaneously, an analysis combining teachers' teaching styles and changes in students has revealed "new challenges" that are becoming apparent specifically to enthusiastic teachers aiming for advanced AI utilization.

⚫︎ "How to Encourage AI Use" Varies by Teacher's Teaching Style

When asked about their current teaching style for "encouraging AI use," the results were largely divided based on teaching style, with responses including "Work Efficiency: Using it as a tool for drafts and summaries" (35.0%), "Deepening Thought: Using it as a consultation partner or sounding board" (29.3%), and "Leaving it to the students: Not giving specific instructions on how to use it" (22.8%).

⚫︎ Teachers Who Encourage "Deepening Thought" Are More Likely to Face the New Challenge of Student "Stagnation of Thought."

Why do the perceived challenges differ even when generative AI is introduced similarly? An analysis of the correlation between teaching styles and student changes revealed that teachers who are enthusiastic about encouraging advanced AI use, specifically as a "tool for deepening thought (consultation partner or sounding board)," are the most likely to worry about student "stagnation of thought" (66.7%), a higher rate than those who focus on "work efficiency" (53.5%) or "leaving it to the students" (42.9%). This is not to say that the teaching is failing; rather, it indicates the reality on the ground where teachers who emphasize the process of deepening dialogue with AI to elicit deeper thinking are the first to notice the danger of students becoming overly reliant on AI and are grappling with this issue. It has been demonstrated that as teachers strive to raise the level of AI utilization, they face a new hurdle: "How to enable students to deepen their own questions without blindly accepting AI's answers."

◾ Summary of Survey Results

In educational settings where generative AI is permitted, approximately 70% of students utilize it.

Over half (53.7%) of students in schools where generative AI use is "permitted" are using it, and approximately 70% (69.8%) of students in that environment are already utilizing AI. This shows that once hurdles such as prohibitions or lack of rules are cleared, new technologies are immediately incorporated into learning.

Approximately 60% of teachers experience an improvement in students' "creativity and thinking skills."

58.5% of teachers feel qualitative improvements in students' work, a significant advancement from the previous year's "improvement in learning efficiency" (22.3%). Various positive changes are reported, such as increased initiative in self-directed research and enhanced expressiveness.

Over half of teachers are concerned about student "stagnation of thought." Blindly accepting answers and outsourcing are issues.

On the other hand, 55.3% of teachers are concerned about student stagnation of thought. New challenges are emerging, such as students skipping the process of self-trial and error by blindly accepting AI's answers or outsourcing tasks.

Teachers who encourage "deepening thought" quickly recognize the "next hurdle."

Enthusiastic teachers who aim to use generative AI as a partner for thinking are the first to recognize the "danger of students' stagnation of thought" and are facing new challenges in more advanced utilization. The reality on the ground has been demonstrated.

These survey results indicate that generative AI utilization in educational settings has moved beyond the phase of mere work efficiency and is beginning to produce qualitative outcomes such as "improvement in students' creativity and thinking skills." However, at the same time, concerns about "stagnation of thought" are arising, where students may bypass the process of thinking for themselves due to the ease of AI. This is particularly true for teachers who set high goals of eliciting deeper thinking through dialogue with generative AI, as they are the ones facing this new challenge. As AI becomes increasingly established as infrastructure in educational settings, the establishment of fundamental teaching methods that foster critical thinking and inquiry skills, such as "how to ask questions independently without blindly accepting AI's answers," rather than simply providing tools, has emerged as the next major hurdle.

◾ Future Outlook

Arsaga Partners will continue to promote comprehensive DX support, including the provision of secure and user-friendly generative AI solutions specifically for educational settings and support for establishing operational rules, taking into account both aspects of these challenges. We will contribute to creating an environment where the burden on educators is truly reduced, allowing them to focus on "interacting with students," which is their primary educational activity.

We are available for meetings and consultations at any time, so please feel free to contact us.

Contact Us

◾ About Generative AI for Education "AI+Me"

As a concrete initiative, we offer "AI+Me," a generative AI for education developed reflecting the real voices from educational settings. It is a learning partner that fosters students' voluntary "ability to think" through questioning while reducing the workload of teachers, all within a secure system where input data is not used for training external LLM models.

▼Service Site

https://www.arsaga.jp/ai-me/

We are currently releasing service materials that summarize the full scope of "AI+Me" and solutions to educational challenges that have been difficult to address with general-purpose AI. Please take a look.

▼Generative AI for Education "AI+Me" Service Materials

https://www.arsaga.jp/news/pressrelease-aime-service-document-20260428/

Download Materials

Arsaga Partners Inc.

Arsaga Partners is a comprehensive firm headquartered in Shibuya, Tokyo. We provide integrated DX solution services, from consulting to system development, maintenance, and operation, addressing diverse challenges across various industries and business types.

With the mission of "Delivering value through free thinking and solid logic," we leverage our diverse capabilities and assets to enhance our clients' competitiveness while working closely with them.

Headquarters: Shibuya Sakura Stage SAKURA Tower 5F, 3-2 Sakuragaoka-cho, Shibuya-ku, Tokyo Kumamoto Branch Shin-Shigaichi Office: TERRACE 87 Bldg. 2F, 8-7 Shin-Shigaichi, Chuo-ku, Kumamoto City, Kumamoto Prefecture Heisei Office: 2-24-1 Egosho, Minami-ku, Kumamoto City, Kumamoto Prefecture Fukuoka Branch: Tenjin Business Center 7F, 1-10-20 Tenjin, Chuo-ku, Fukuoka City, Fukuoka Prefecture Kagoshima Office: JR Kagoshima-Chuo Building 710-711, 1-2-10 Tsurumaru, Kagoshima City, Kagoshima Prefecture Representative: Yasuaki Omata, President & CEO & CTO Establishment Date: January 2016 Capital: 1.4347 billion yen (including capital reserve, etc.) Number of Employees: 407 (as of the end of June 2026) Business Description: One-stop DX Solution Business Web: https://www.arsaga.jp/

FACT BOX

  • Source: PR TIMES
  • Category: Survey結果