Artificial Intelligence, or AI, has made recent rapid advancements in modern society, and classrooms are no exception.

AI is a field of computer science.

It focuses on creating machines that can perform tasks which usually require human intelligence, like problem-solving or decision-making.

AI is reshaping teaching and learning, becoming a staple in schools across the UK.

But, while it can be time-effective and resource-effective, there are definite concerns among teachers.

Three in four pupils (75%) reported using AI, according to the 2024 Annual Literacy Survey.

The survey was conducted by the National Literacy Trust between January and March 2024, surveying over 75,000 pupils aged five to 18 in the UK.

It also found that the percentage of teachers who had used generative AI increased.

The usage rose from three in 10 (30%) in 2023 to one in two (50%) in 2024.

More than twice as many secondary as primary teachers reported using it in the 2024 survey.

Helen Abbotts, a primary school teacher from Essex, said: “I find AI amazingly time-saving.”

She added: “It saves a lot of time for teachers, to be able to do that, and it’s more engaging for children as well.”

Mrs Abbotts said she thought that AI has become a useful tool for teachers to generate lesson content that is “fun” and “accessible” for children, like images or interactive elements.

And, it has been a positive tool for adaptive teaching, in helping teachers to construct more challenging questions and tests for their students.

But, AI in the classroom brings concerns with it, perhaps that are unique, to this generation of educators and students.

AI websites do not always generate accurate content, as they rely on internet users and a vast range of internet datasets to train its responses.

Mrs Abbotts added that the use of AI sites can increase the amount of time that a child is “on a screen”, reducing their physical interaction with peers and educators.

According to the 2024 National Literacy Survey, more than four in five teachers (80%) agreed that students should be taught how to engage critically with generative AI tools.

“Children don’t have to do any research, so that is going to narrow their skills. They’re just going to be told things,” Mrs Abbotts said.

“Even now, even for teachers, you just type something in and up it comes. You don’t really have to think so much. For future generations, I can only see it getting worse and worse.”