The Digital Poverty Alliance (DPA) has warned that without action the increasing use of AI in education could increase inequalities in the UK.
The digital inclusion charity has published a report on the issue, Rethinking Education with Generative AI, that says local authorities across England have no oversight of how AI is used within the education system.
Scottish authorities were more likely to be creating guidance at local authority level and there have been some initiatives in Wales and Northern Ireland.
Researchers also found that children in digital poverty were vastly less likely to be using AI, or in some cases to even be aware of what the technology was.
It describes how GenAI can provide tailored learning experiences for students, especially for SEND (special educational needs and disabilities) and ESL (English as a second language) learners.
It can also reduce workload for teachers, freeing up time for face-to-face teaching, using time and resources more efficiently.
Underdeveloped policies
But UK Government AI policies in education are underdeveloped, lacking clear implementation strategies.
The report suggests that there needs to be comprehensive teacher training on the use of AI tools, and an easy access to technology to bridge the digital divide. It also highlights that with an information vacuum, children are relying on information on social media platforms which can misguide them and encourage them to use AI in a way that sees them academically penalised.
The DPA calls for a dialogue between policy makers, educators and industry leaders to develop ways to help pupils and teachers navigate the opportunities and risks of GenAI, and for the Government to produce unified guidance on the issues.
Elizabeth Anderson, CEO at the DPA, said: “Generative AI has the power to transform education by personalising learning and supporting the education sector in new and exciting ways. But without the efforts from all bodies to address digital poverty, these advancements could leave the most vulnerable students further behind.
“The Rethinking Education with Generative AI report that we have launched, emphasises the urgent need for comprehensive AI training for teachers and students, and access to the right technologies, to prepare the next generation for an AI driven future. Tackling these challenges means that the one in five children in digital poverty can view GenAI as a tool for empowerment, bridging gaps rather than widening them.”
Potential and risks
The report has been published weeks after the Department for Education produced a report on the potential for generative AI in the sector, saying many teachers were generally positive about GenAI, seeing the potential for saving time; but this was tempered with concern about risks.
It was followed last week by BCS, The Chartered Institute for IT publishing the results of a survey showing that most secondary school teachers in England are not yet using generative AI and that some are not interested in doing so.
