Generative AI has become a part of everyday student life in Canada. While institutions focus on misconduct and detection, a deeper shift is happening, one that concerns identity.

A recent KPMG Canada report finds that 73 per cent of students use generative AI for schoolwork, and nearly half say it is their “first instinct.” Also significant is the finding that many students also report feeling uneasy, worried that their use may be seen as cheating.

The study is based on a survey of 684 university, college, vocational and high school students within a larger sample of 3,804 Canadians (aged 18 ), on how people are adopting generative AI.

In my doctoral research on STEM education in Ontario colleges, I’m exploring how AI is transforming not only how students write but also how they perceive voice, legitimacy and what it means to be themselves.

Academic policies can define what constitutes cheating, but they do not address a more subtle concern: if AI helped write my assignment, will I still be seen as capable, and will my work represent me?

Read more: What are the key purposes of human writing? How we name AI-generated text confuses things

Identity takes shape through writing

Writing is more than a technical skill. It is one of the primary ways students structure and elaborate ideas, demonstrate competence and position themselves as emerging professionals.

This is particularly significant in STEM, where programs are often closely linked to specific career paths. Students are expected to begin positioning themselves as future professionals through how they communicate and present knowledge.

At the same time, STEM fields are often seen as primarily technical or data-driven, with writing treated as secondary. Yet........

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