This study examines the use of AI applications by undergraduate students at the university for various purposes including the benefits, how often it is used and if they receive support from the institution. Although AI is increasingly incorporated in digital and educational environments, the study identifies a wide discrepancy between what is possible and the daily use of young learners. Most of the students used AI applications sometimes or often, mainly to do academic work like writing research papers or creating reports. The results make it clear, however, that we are still far from getting that strategy right in terms of what AI we should or should not be using, and how, too many students seem to see AI not as a tool to be exploited, but a substitute for hardware, learning at its most EBD, at creativity and deep, original thinking. Additionally, the research reveals a significant lack of institutional support: There is little to no formal training, support and curricular integration at universities for students using AI. There are no training programs, or academic support in these media, thus students are on their own, which is very often mismanaged or overused as a result. The study suggests that to realize the value of AI in academia, it is necessary to explicitly integrate AI into course content, upskill academics and develop ethical, interdisciplinary and creative approaches to working with AI. This will engage AI from inclusively a utility to a stimulant of academic innovation and skills enhancement.