Responding to new Oxford University Press survey which found nearly a third (32%) of secondary school pupils say they cannot tell whether artificial intelligence (AI) content is true, Sarah Hannafin, head of policy at school leaders’ union NAHT, said:

“AI offers enormous benefits and opportunities when it comes to teaching and learning, but also risks and pitfalls, and these findings highlight the importance of pupils and teachers getting the support they need to carefully navigate use of this technology.

“It is absolutely vital that children develop critical thinking - to be questioning and able to identify good and bad sources of information – and to understand the risks of harmful content and the importance of data privacy.

“However, if schools are to have the confidence to support pupils on safe and beneficial use of AI, and identify inappropriate use of the technology, they need ongoing guidance, support and funded training.

“AI is not simply about technology doing the work for teachers or pupils, but how it supports and enhances learning and it should be used purposefully and responsibly when needed, like a ruler or a pair of scissors. It is no substitute for the judgement and deep subject knowledge of teachers, or their understanding of individual pupils and their needs.”