Session Outline

Advising must respond to the challenges and opportunities presented by AI. The use of generative AI by students in the UK has soared. According to an article in The Guardian (February 25, 2025), a recent survey found that approximately 92% of UK undergraduates reported using AI tools in their studies. In response, institutions (e.g., the University of Oxford) are beginning to offer training in the use of AI tools to develop student and staff digital literacy. Still, the general consensus is that AI poses a challenge to higher education, as many institutions lack clear policies on its use, including academic-integrity safeguards, as well as the deeper pedagogical issues surrounding what it means to “learn.”

These issues are also central to academic advising, and the concept of the auto-tutor/advisor has been a test case for AI researchers for decades. This interactive session will compare and contrast the use of AI for academic advising, examining both the perspectives of students and advisors. Participants will explore critical issues for academic advising by using both a visual AI-driven avatar and a text-based AI chatbot. The use of AI, whether through a visual avatar or text-based approaches, has the potential to address a range of student issues, from those typically addressed in traditional academic advising to personal issues associated with pastoral care. This presentation focuses on beginning the investigation and conversation on these AI issues and their impact on academic advising.

A visual avatar presents a generated human character to the user that interacts with them through speech or text and provides verbal responses. AI generates the avatar responses. A text-based chatbot uses one of the multiple AI tools, such as ChatGPT, CoPilot, Gemini or AI Chat, and interacts through text-based responses to written inquiries. All of these tools generate responses based on publicly available information from the Internet. However, some can be guided by specific sources (e.g., an institution’s own information sources). In this session, these two AI approaches will be presented, and their application to advising will be discussed. The critical issues for advising to be addressed are as follows.

What is the accuracy and suitability of AI for advising in general? How can AI enhance the advising experience? How can AI improve the efficiency and consistency of advising? What are the limitations of AI for advising?

What are the advantages and disadvantages of using an avatar or text-based approach for advising?

Does the use of AI enhance or limit students’ use of critical thinking? How can advisors help students learn to use AI proactively to improve their critical thinking?

Can AI provide the affective support necessary to work with students in the advising experience? What steps can be taken to supplement the use of AI with the necessary affective support needed for advising?

The presenters will demonstrate how both the avatar and text-based approaches can be used in advising. The presenters will engage participants in the session by offering examples of advising that showcase both AI approaches. Participants will work in groups to analyse the two AI approaches in the context of the presented AI critical issues for advising. The session will conclude with participants sharing their perspectives on the potential applications of AI for advising at their institutions, as well as the necessary conditions for this to be useful, successful, and safe.

Learning Outcomes

Bibliography