The UK government is facing criticism for its perceived failure to provide adequate guidance and support to schools on managing the impact of artificial intelligence (AI) in education. Experts warn that without clear policies, the integration of AI in classrooms could pose risks to pupils’ learning and long-term educational outcomes.

In a recent analysis, Sir Anthony Seldon, former headmaster and historian, and Tim Bunting, a venture capitalist, highlight both the growing presence of AI in schools and the challenges its use presents. According to their findings, nearly 90 percent of pupils have used AI tools, while around 80 percent of teachers incorporate AI in their professional tasks. Despite this widespread adoption, only about one in seven teachers feel confident in using the technology effectively.

AI holds potential benefits for education, including the ability to track individual student performance, identify weaknesses, and tailor learning activities accordingly. However, the experts express concern that if not appropriately managed, AI could contribute to a decline in cognitive development. They point to the reversal of the Flynn effect—a historical trend of rising intelligence across generations—that some attribute to digital distractions. A study from China cited in their report found that students using AI for homework spent less time on assignments, scored higher in those tasks, but performed approximately 20 percent worse in exams compared to peers who did not use AI.

Beyond academic performance, AI’s influence could alter pupils’ attitudes toward learning itself. Since the COVID-19 pandemic, school absenteeism has increased, and there are fears that AI, by making cognitive tasks appear automated or effortless, might exacerbate student disengagement.

International examples illustrate various approaches to AI’s role in education. Estonia is piloting an AI tutor app that interacts with students to encourage reasoning rather than merely providing answers. Singapore has integrated AI into its national educational platforms, while Australia has developed a national framework but promotes diverse regional pilots. South Korea’s early introduction of AI-based textbooks was met with criticism over inaccuracies, increased teacher workload, and excessive screen time, resulting in the withdrawal of the materials.

Seldon and Bunting argue that despite the difficulties politicians face in managing such technological transitions—complicated by frequent changes in education leadership—policy development is essential. They propose creating a dedicated rapid response team to devise AI strategies for schools, akin to the vaccine task force established during the pandemic. They recommend that practical guidance be in place before the next academic year begins.

The report urges the government to act swiftly to support educators and safeguard the UK’s strong educational standing. Without coordinated efforts, the potential benefits of AI could be overshadowed by unintended consequences, undermining progress in teaching and learning.