Today’s college students traverse a complex array of digital platforms to fulfill their academic requirements, engage with faculty, and participate in campus activities. While these technologies promise greater convenience and efficiency, many students find their experiences with them to be confusing and at times, frustrating.
From ambiguous guidelines surrounding artificial intelligence to unreliable Wi-Fi connections and inconsistent apps, students face a technological learning curve on top of their academic challenges. Although younger college students are often perceived as inherently tech-savvy due to their lifelong exposure to phones, tablets, and the internet, they differentiate between mere familiarity and genuine proficiency.
“We have a better grasp of navigation due to our age, but understanding how to effectively apply technology to our tasks is where we fall short,” remarked Morgan Bowman, a third-year data science student at Indiana University (IU).
Bowman added that university-provided support would significantly help bridge the proficiency gap, yet such guidance is often lacking.
CONFUSION AROUND AI POLICIES
Students are particularly frustrated by the lack of clarity surrounding a relatively new technology: artificial intelligence. Bowman, also a member of IU’s Student Technology Advisory Committee (STAC), expressed that the expectations regarding AI usage vary widely across different classes. While IU offers access to AI tools like ChatGPT, Gemini, and Microsoft Copilot, it does not have cohesive educational policies governing their use, which is a trend seen across many U.S. campuses.
The 2025 AI Landscape Study highlighted that as of November 2024, fewer than 40% of higher education institutions had formal acceptable use policies for AI. Moreover, even when policies are in place, students often find that the process for creating and disseminating these rules is unclear.
Katie Thompson, a student outreach and engagement consultant for IU IT services, noted that the situation can be challenging for students.
“With six different professors, students may face six very distinct AI policies, and it’s up to them to interpret and remember each one,” she explained.
At Chapman University in California, Zoe Zadah, vice president of the student government association, confirmed that a campus-wide AI policy is being developed. The university is gathering input from both faculty and students through committees, but course-specific rules are still prevalent.
“Some professors permit certain uses of AI, others prohibit it entirely, while some allow full freedom as long as students provide citations,” she explained. “The diversity of opinions is quite striking.”
Students have approached Zadah seeking to foster more dialogue around their interaction with AI, as many feel that instructors overestimate their reliance on it. Thompson echoed this sentiment at IU.
“Many narratives suggest that students are adopting AI uncritically, but in my observations, this isn’t accurate,” she noted.
TECHNOLOGY OVERLOAD
Beyond AI issues, students often feel overwhelmed by the sheer volume of digital platforms they must manage for everyday tasks.
At Chapman, for instance, most coursework is conducted through the Canvas learning management system, supplemented by various communication tools like the Microsoft suite, the Handshake networking platform, and a student organization portal.
“Tracking all the different technological platforms can be quite overwhelming,” Zadah acknowledged.
A study conducted by the ed-tech company Doodle found that college students engage with between six and fifteen digital tools daily. Given this multitude of platforms, students often feel that technical glitches are an all-too-common occurrence.
For Bowman, IU’s transition from one scheduling system to another posed challenges in finalizing class schedules. She noted, “Simple system errors when accessing the university’s portal can happen frequently, and when dealing with so many tools, those issues can feel amplified.”
A survey from ed-tech company Pathify revealed that 57% of students report their institutions’ digital experiences induce stress at least occasionally, with nearly half admitting that they missed important deadlines due to navigational challenges across multiple portals.
Despite the wealth of tools available, Thompson observed that students often revert to the ones they are most familiar with, even if they are less effective. For instance, students may default to Google tools from their K-12 education, even though IU has integrated Microsoft products throughout its system. Similarly, many prefer using a search function without having received adequate training on file management.
Moreover, access to resources is futile if students are unaware of what’s available to them.
“Students often lack awareness of the tools at their disposal,” she explained. “Sometimes they feel lost when trying to find the right tool or believe they must pay for it when it is actually free.”
CONNECTIVITY
At the heart of these challenges is the essential issue of campus connectivity, a widespread concern among on-campus students. According to the 2025 EDUCAUSE Students and Technology Report, overall satisfaction with campus technology correlates closely with the reliability of Internet connections. Although 56% of students expressed satisfaction with campus Internet quality, connectivity issues remain among the top complaints.
Online class attendee Bowman noted that connectivity problems frequently arise in STAC discussions.
“These challenges significantly hinder students’ ability to complete their work, especially since all coursework is now conducted online,” she said.
LOOKING FOR BALANCE
Despite these challenges, students express a desire for their campuses to adopt cutting-edge technology. The EDUCAUSE Students and Technology Report found that students who perceive their campus as technologically advanced feel more confident in their future career skills and the overall value of their education.
Students urge institutions to streamline technological tools and ensure they align with real-world relevance.
“I find digital platforms valuable, but we should be selective about which ones we continue using,” Zadah said. “This also involves assessing which tools are utilized in the workforce and implementing similar standards.”
Students also seek guidance on how to balance real-world preparedness, especially concerning AI, with ethical considerations and personal development.
“On one hand, students want training in AI to enhance their employment prospects,” Thompson explained. “On the other hand, many express hesitance, questioning the accuracy of AI and its potential to undermine their critical thinking skills.”
