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Oxford University Press (OUP) has released a comprehensive report urging governments, school leaders, and education business leaders to play a pivotal role in supporting the integration of artificial intelligence (AI) in education. The report flags concerns raised by half of teachers—49%—who feel unprepared for the impact of AI in classrooms and emphasizes the need for increased support to empower educators and prepare students for an AI-driven future.

While acknowledging the potential transformation AI can bring to the education landscape, the report underscores the necessity for educational systems to drive technological advancements rather than vice versa. It identifies the potential risks associated with AI integration, including the potential exposure to misinformation and the risk of deepening the digital divide.

The report emphasizes that if education systems fail to adapt to the era of AI, it could lead to inequalities in implementation, hindering the development of essential cognitive skills for students and impacting overall learning outcomes. Additionally, in the absence of clear guidance and consideration of AI risks, the quality of teaching and learning could be affected during a period of experimentation.

Key findings from the report, based on surveys conducted within OUP's global teacher network, revealed significant insights. 88% of teachers expressed the need for centralized insights and research on AI, emphasizing the need to streamline and compile information on the subject for time-constrained educators. 47% of UK teachers believe their pupils are already using AI in schoolwork, while 54% of teachers globally share the same belief. However, only 35% of UK teachers and 38% of teachers worldwide are using machine learning-driven tools themselves.

To address these challenges, OUP proposes recommendations for education stakeholders and policymakers to establish principles and regulations for the use of AI in teaching and learning. These suggestions include prioritizing the role of the teacher, providing comprehensive support and guidance for AI technologies, prioritizing quality educational resources, and embedding critical human skills in the curriculum to prepare students for an AI-centric world.

The report also explores various responses to AI implementation in educational systems worldwide, citing differences in policy and cultural approaches. OUP warns that such discrepancies could potentially deepen existing disparities between and within nations.

As the UK prepares to host the global AI Safety Summit at Bletchley Park next month, OUP calls on governments worldwide to focus on education in future discussions around AI, advocating for action to ensure safe AI utilization for teachers and students, which positively impacts teaching and learning.