Students at the University of Staffordshire have raised concerns after a government-funded coding module was largely taught using AI-generated materials, leaving many feeling “robbed of knowledge and enjoyment.”
James and Owen, among 41 students enrolled last year in the course aimed at helping learners pivot to cybersecurity or software engineering careers, say they noticed signs that slides and tutorials were AI-generated almost immediately. These included inconsistent American and British English, generic content, odd file names, and even a voiceover that briefly switched to a Spanish accent before returning to a British one.
“If we handed in AI-generated work, we’d be penalised, yet we’re being taught by AI,” James told staff during a lecture recorded in October 2024. “I feel like I’ve used up two years of my life on a course done in the cheapest way possible.”
Despite repeated complaints, students say the university continues to incorporate AI-generated content. This year, the course website included a policy framework justifying the use of AI in teaching, while students themselves are strictly limited in how they can use AI, with academic misconduct rules in place for outsourcing work to AI tools.
Students voiced frustration with the quality of learning, noting that only small portions of the AI-generated slides were useful. “There is some gold in the bottom of this pan, but presumably we could get that ourselves, by asking ChatGPT,” one student said.
A recording of an interaction with a lecturer shows James asking the presenter to skip the slides entirely. “I know these slides are AI-generated… I do not want to be taught by GPT,” he said. A student representative added that university staff had responded that lecturers were allowed to use a variety of tools, which left the group “quite frustrated.”
The university eventually brought in human lecturers for the final session, but students argued that this was too little, too late. “I feel like a bit of my life was stolen,” said James. Owen added: “I chose this course to get the underlying knowledge, not just a qualification… and it feels like a waste of time.”
A University of Staffordshire spokesperson defended the course, saying academic standards and learning outcomes were maintained. “AI tools may support elements of preparation, but they do not replace academic expertise and must always be used in ways that uphold academic integrity and sector standards,” they said.
The Staffordshire case highlights a broader debate as universities increasingly adopt AI for teaching, content creation, and personalised feedback. While the Department of Education has hailed AI’s potential to transform learning, many students remain sceptical, warning that over-reliance on generative AI risks undermining educational quality and student engagement
