Australia’s education authorities have raised concerns about the growing use of digital devices and artificial intelligence (AI) tools among students, warning that these trends may be linked to declining academic performance and reduced critical thinking skills. According to a submission from the Education Department to a parliamentary inquiry, overreliance on AI for homework tasks could undermine foundational learning, particularly for younger students still developing essential cognitive abilities.
The department cited data from the 2025 Program for International Student Assessment (PISA), which showed that 15-year-old students who used AI applications for assignments, such as summarizing texts, generally scored lower in science than those who did not. Officials highlighted that this risk is especially pronounced for disadvantaged students, who may have less guidance in critically evaluating AI-generated content.
On average, Australian students reportedly spend 2.6 hours daily using digital devices for classroom activities or homework, significantly exceeding the OECD average of 1.7 hours among industrialized nations. Nearly 40 percent of Australian students surveyed in the latest PISA assessment indicated that classmates were distracted by devices including laptops, smartphones, and smartwatches during science lessons. The Education Department’s submission linked extensive device use with poorer concentration, lower academic outcomes, and weakened feelings of school belonging.
“We must ensure appropriate safeguards that promote building and strengthening critical thinking capabilities so that students in all stages of learning develop the thinking infrastructure they will need for future study, work and life,” the department told the joint select committee on AI.
This cautionary stance contrasts with comments from Assistant Technology Minister Andrew Charlton, who emphasized the potential of AI as a key driver for Australia’s economic productivity recovery. Nonetheless, education leaders remain focused on balancing technological integration with the preservation of critical reasoning skills.
In response, state education officials are implementing measures to reduce screen time and limit distractions in schools. New South Wales Education Minister Prue Car, who introduced a ban on smartphones in schools last year, has announced further caps on laptop and tablet use. From next year, students in primary school will be required to spend at least one hour daily on traditional handwriting and bookwork, with device time limited to 15 minutes per day in the early years and up to 45 minutes in upper primary classes. High school students will have screens restricted to a quarter of lesson time through Year 10, increasing to half in Years 11 and 12.
Victoria plans to prohibit smartwatches and headphones in schools starting next year while also imposing stricter limitations on device usage during class.
These policy efforts contribute to a broader “digital detox” movement endorsed by Federal Education Minister Jason Clare, aimed at promoting more focused and critical engagement in educational settings amid the rapid rise of digital and AI technologies.