What they need is proper training in survey design and analysis. Let's say, around 80 hours of teaching and then a lot of practical work, assuming they've already got a basic stats grounding.
It's a serious technical skill, and you won't do them any favours if you don't treat it as seriously as any other tool they might use.
One option might be to work with a colleague who does teach survey design and analysis. They may well have students who are looking for some material on which to practice their new skills. Perhaps your colleague can set for them, as homework, the task of working with one of your students on the survey design. That way, your students get to introduce their students to their subject (learning by teaching), and they get to see survey science done reasonably well (assuming your colleague has taught them well).
Just because survey design looks easy and online tools enable any fool to do it, doesn't mean that any fool should do it.
A complaint about "giving them a well when they only need a drink", doesn't hold water. How could any teacher encourage their students to do bad science, or cultivate a contempt for other experts' fields?
(are they physicists?)