According to a new report by Efekta Education, an AI software company spun out of the global private education company Education First (EF), a gap exists between AI use and training in the technology, which researchers say makes calls for support and guidance in schools “urgent”.

The report, “AI is already in the classroom, but how are teachers using it?”, follows recent statements by Sir Anthony Seldon, former head teacher and author on AI in education, who issued a report which warned that schools are “crying out” for clear guidance on safe and effective AI use.

Report highlights gaps in training and teacher concern over AI use

Efekta surveyed 850 teachers (350 in the UK and 500 in the US) and found that 75% of UK teachers use AI tools in their teaching or professional practice. Only 35% of teachers reported receiving any formal training in using AI tools.

Of the teachers who reported using AI, half said that they use it occasionally and 24% said they use it regularly.

A small proportion (4%) said they do not use it and have no interest in doing so.

The most common reported use of AI among responding teachers was lesson planning (73%). Others reported using it to assist with administrative tasks (42%).

More than one-third (39%) of the teachers who reported using AI said that they use it to help with assessment and feedback.

The largest proportion of respondents, about 45%, said AI saves them between two and three hours of work a week, while a small proportion said it saves them as much as seven hours or more.

Read more:

In addition to the support for carrying out duties, however, the survey also highlighted emerging concerns among teachers about AI use in schools: 41% of teachers are concerned about developing an overreliance on technology; 31% said they are concerned about data and privacy issues; 27% are concerned about potential job displacement; and 29% are concerned about the lack of training, including concerns about the quality and clarity of government guidance and lack of guidance from schools.

The authors of the Efekta report said this shows a “crucial vacuum in AI implementation at schools”, which leaves AI adoption to “depend heavily on the personal judgment of individual teachers”.

Dr Stefania Giannini, President of Government Relations and Research at Efekta Education, said that these gaps risk creating inconsistencies within schools and imbalances across the education sector.

“Teachers need to know which tools are appropriate, how student data should be handled, how AI-generated content should be checked, and where the limits of use should sit.

“Without clear expectations, teachers are left to make those decisions individually.”

Despite these concerns, 80% of respondents said they expect their AI use to increase in the next two to three years.

Dr Giannini and Dr Christopher McCormick, Chief Academic Advisor for Efekta, wrote that the report “points to a profession that is not waiting for AI policy to be settled” before putting the technology to use.

“Teachers are already experimenting, adapting and finding practical uses for AI in their day-to-day work. But the same findings also show that teacher AI adoption is moving faster than the policies, purpose-built tools, training, and support needed to maximise its benefits for teaching and learning while mitigating its risks.

“The question for schools, policymakers, and education providers is how to give them the tools they need to use it safely, effectively, and in ways that improve teaching and learning.”

AI policy varies across Scottish schools

Although the Efekta survey did hear from 25 Scottish teachers, researchers said the number was too low to draw reliable conclusions about AI use in Scottish schools specifically.

However, The Herald recently contacted local authorities to ask about their policies governing AI use in schools and found that approaches vary across the country.

Of the councils that responded, six confirmed that they have a dedicated policy covering AI in schools. Four others said they were drafting such a policy; five said they have a council-wide policy on AI use that school staff must follow, but no school-specific policy.

Another four indicated they did not have an internal AI policy for schools and instead pointed to a Scottish Government publication that serves as guidance. The government document, “Artificial Intelligence (AI) in schools: guidelines and guardrails”, was created jointly by the government and the Educational Institute of Scotland (EIS).

The guidelines and guardrails document outlines “key principles” identified for using AI in schools:

AI use must ensure safety and privacy by prioritising children’s rights, teacher judgement, ethical standards, and data protection.
The use of AI must be underpinned by equity and fairness
AI must support the aims of the Curriculum
AI must foster human connection and inclusivity
AI must support teachers

The document states that these principles should “guide any decisions about the adoption, use and teaching of AI” and that councils should “consider these principles when developing their own AI policies to meet their legal requirements as data controllers.”

When asked if the Scottish Government expects each local authority to develop its own school-focused AI policy, or if the guidelines and guardrails document is considered to provide sufficient protection on its own, a Scottish Government spokesperson said:

“The Scottish Government recognises that AI is becoming an increasingly common part of everyday life and published guidance earlier this year to support its safe, responsible and ethical use in education settings.

“The guidance sets out principles to support local decision-making on the use of AI in education settings. Local authorities can use these principles to inform their approach to AI, taking account of their legal duties, existing arrangements, and local circumstances.

“AI, as a technology, is constantly developing at an exceptionally swift rate. As such, the Scottish Government will keep matters under continual review.”

Source link