AI Archives - VLOG Press /news/feature-subject/ai-features/ Thu, 23 Jul 2026 10:14:55 +0000 en-GB hourly 1 https://wordpress.org/?v=7.0.4 /wp-content/uploads/2025/10/favicon-1.png AI Archives - VLOG Press /news/feature-subject/ai-features/ 32 32 Helping law students to study smarter with AI /feature/helping-law-students-to-study-smarter-with-ai/ Fri, 24 Jul 2026 08:00:00 +0000 /?post_type=feature&p=7401 Find out about the new AI Study Assistant available now in Law Trove, our online platform hosting our legal textbooks.

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]]> Students studying in a library. On the left, a young woman is using a laptop. On the right, a young woman is writing notes. Textbooks cover the table.

According tothe,students inemployment work an average of14 hours per week.Time to studymustthereforebe spentefficiently,and soit’scriticalthat students’learning paths are personalized to their needs so that they can more easily achieve their desired learning goals. 

This need was in mind last yearwhenwe launched a brand-new feature on—our established and much-loved online platform which hosts our legal textbooks—the AI Study Assistant.

Built with students in mind

Thetoolbrings together the power of AI with the authority ofLaw Trove’strusted, peer-reviewed legal content to help students study more effectively and with greater confidence. Built as an enhancement to the existingLaw Trovesearch experience, it enables students to generateaccuratesummaries, authoritative answers, and targeted quizzes that support understanding, revision, and exam preparation.

Shaped through user testing with lecturers and students, the tool is designed around real teaching and learning needs while upholdingLaw Trove’score commitment to reliable, high-quality legal education. AsLaw Trovewas developed to give students access to the breadth of publishing that has made OUP the UK’s number one provider of legal educational material, it was only natural that we evolved the platform to reflect the rising use of AI inhighereducation to support our changing customer needs.

Everythingentered intotheAI Study Assistant is anonymous, and because responses are only drawn from our content, we can ensure students are only accessing reliable source material. Students can input a query, and theassistant will rapidlyprovide an answer of up to 350 words, citing content sources withinLaw Trove that they can click through to. They can also ask the assistant to formulate a quiz, and it will generate questions on a specific topic to reinforce their understanding, thus aiding study and exam preparation.

Supporting critical thinking around AI

Moreover, earlier this year we supported the launch with the inclusion of an AIliteracymodule onLaw Trove. The module is available for all subscribers and covers generative AI fundamentals, academic integrity, critical thinking, and effective prompting. The aim is toencourage students to apply critical thinking to generative AI content and usage within their course, throughout their education, and into their future careers.

Screenshot of the AI Literacy module available in Law Trove

What students say

The response from users has been incredibly positive,with studentsstating:

  • “The AIAssistant has been a great help and has madeLaw Troveincredibly more seamless and useful.”
  • “Law Trovehas been a valuable resource to have during my studies especially with the new AI Assistant.”

Lucy Read

Product Manager for Trove

“We know that students are using AI as a study tool. The AIStudyAssistant generates responses grounded only in VLOG Press’s authoritative and trusted textbooks, meaning students now havean appropriate wayto develop their AI skills in a suitable environment, supported by our AI literacy module.I’mexcited thatwe’vebeen able to successfully bring this functionality toLaw Troveusers.”

Learn more about the AIStudy AssistantonLaw Trove, helping students gain greater confidence in their legal studies .

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]]> Pioneering conversations on AI in Education at Oxford /feature/pioneering-conversations-on-ai-in-education-at-oxford/ Fri, 26 Sep 2025 07:12:17 +0000 /?post_type=feature&p=5537 We were proud to sponsor and attend the inaugural AI in Education at VLOG conference.

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Last week, OUP proudly sponsored the inaugural AI in Education at VLOG (AIEOU) conference. The event brought together over 250 global experts to explore how artificial intelligence can shape the future of education in equitable, responsible, and human-centred ways.

The two-day conference convened researchers, educators, policymakers, and industry leaders from countries around the world including Australia, India, Canada, Tanzania, and the Middle East, to share insights, challenge assumptions, and build a collaborative roadmap for AI in education. With over 100 presentations and a strong interdisciplinary focus, the conference marked a significant step forward in shaping a more inclusive and informed educational future.

Exploring the role of AI in Education

OUP has been part of the AIEOU Hub since its launch in 2024 and it has since grown into a global network of more than 2,000 collaborators from over 100 countries. Its mission is to critically and constructively shape the future of education through interdisciplinary research and dialogue on AI.

Hosted by the University of Oxford’s Department of Education, the inaugural conference featured keynote speeches, panel discussions, and workshops. Topics included ethical frameworks, human agency, inclusivity, and the practical application of AI across all levels of education, from early years to higher education.

Sarah Ultsch

Product Strategy Director in our English Language Teaching division

“VLOG Press is proud to support the inaugural AIEOU conference, an important forum for advancing interdisciplinary dialogue on the role of AI in education. By convening perspectives from policy, industry, and academic research across disciplines and geographies, AIEOU is helping to shape a more equitable and informed future for learners and scholars worldwide.”

Highlights from the programme

The conference opened with remarks from Dr Sara Ratner, Principal Investigator of the AIEOU Hub and Research Officer at the University of Oxford. She welcomed participants and emphasized the importance of working together across disciplines and borders:

“At a time when AI is challenging all that we do and know about teaching and learning, I am proud that Oxford is creating the space for conversations such as these to take place.”

Keynote speakers from the University of Oxford included Professor Liz Wonnacott (Department of Education) and Professor Rebecca Williams (Faculty of Law), who shared research on AI and language learning, and the legal regulation of AI in education. Professor Anne Trefethen, Pro Vice-Chancellor (Digital), also addressed the audience, highlighting the need for AI to be used in ways that are positive, equitable, and grounded in human experience.

Alexandra Tomescu, Product Specialist for Generative AI and Machine Learning at OUP, reflected on the event sharing her favourite quote from Professor Mike Sharples, Emeritus Professor of Educational Technology at The Open University: “AI is not one thing. Education is not one thing.”

Alexandra noted that this simple statement captured the complexity at the heart of the AI in education conversation. She emphasized that both humans and education systems are inherently complex, and that successful integration of AI must be iterative and flexible.

The conference also saw the unveiling of the ELT-Bench Project by OUP’s ELT Product team. This pioneering initiative introduces a global benchmark for evaluating the pedagogical effectiveness of AI systems in language learning. Developed by a cross-functional team of experts in pedagogy, data science, and AI architecture, ELT-Bench offers a rigorous, pedagogically grounded framework.

Designing AI for learners first

A recurring theme throughout the event was the importance of designing AI tools that prioritize pedagogy, equity, and real-world impact.

This was a key focus of a panel discussion featuring Isaac Pattis, AI Incubation Manager at OUP, who said: “AIEOU created space for conversations driven by educational needs. What stood out wasn’t just the content, it was the emergence of a community focused on designing AI to support meaningful learning.”

Isaac outlined four key principles that emerged from the discussions: design grounded in pedagogy, regulation that protects learners, implementation focused on effectiveness, and impact measured through equity. These themes reflect a consensus that AI in education must be shaped by the needs of learners, not just technological innovation.

Looking ahead

The AIEOU Hub continues to grow as a platform for global collaboration, with plans to expand its research, partnerships, and impact. As the conversation around AI in education evolves, OUP remains committed to supporting initiatives that prioritize equity, evidence, and learner outcomes.

You can find out more about the AIEOU Hub and its work .

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]]> Islamabad Literature Festival 2023 /feature/islamabad-literature-festival-2023/ Wed, 22 Nov 2023 15:57:13 +0000 /?post_type=feature&p=1898 The 9th Islamabad Literature Festival saw three days of talks and panels discussing education, literature and publishing in Pakistan and beyond.

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]]> The ninth Islamabad Literature Festival saw three days of talks and panels discussing education, literature, and publishing in Pakistan and beyond.

We welcomed 85,000 people from all walks of life across the Festival, with many more joining the conversation online.

We are grateful to over 150 speakers across 53 sessions from Pakistan and overseas who shared their insights with us. Speakers including:

  • Senior politicians, including Sherry Rehman, Chair of the Climate and Environment Caucus of the Senate of Pakistan
  • Distinguished academics and writers, such as Victoria Schofield, a historian and commentator on international affairs with close connections to Pakistan, and poet and columnist, Haya Fatima Sehgal launched her new book on the fabled resilience of ordinary Pakistanis in the face of adversity
  • Diplomats, including UK High Commissioner to Pakistan, Jane Marriott
  • Experts from private companies such as Microsoft’s Regional Education Lead and Principal Officer for Microsoft Pakistan, Jibran Jamshad.

At the closing ceremony, poet and educationalist, Mr. Anwar Masood received a standing ovation following a resoundingly successful address to bring the Festival to a close.

Technology and AI

A topic of so many conversations around the world, the impact of technology was another theme of the week. In his opening remarks, Managing Director, Arshad Husain said:

“As a global publisher, OUP is committed to embracing technology in the right way so we can provide education for all. We firmly believe education should always drive technology, not the other way around.”

During the event, Director of Global Product in our Education division, Wayne Press joined aand highlighted the findings of our recently published AI in education report.

Managing Director OUP Islamabad, Arshad Husain

Managing Director, Arshad Husain speaking at the festival.

OxfordAQA launch brings a focus on assessment

OxfordAQA—OUP’s collaboration with UK exam board AQA—launched in Pakistan this month and OxfordAQA Managing Director, Andrew Coombe joined the festival in person.

In a panel on fair assessments, Andrew explained how the , a list of the most important words to learn in English, help provide a fair opportunity to all learners:

“…we will not use words that are not in that list of 3,000 unless they are technical words listed in the specification in order to ensure fairness so students do not come across a word they haven’t seen before which could mean they are unable to answer the question.”

Panel on Fair Assessments: Ensuring Equity and Excellence in Education at the ninth Islamabad Literature Festival.

The Islamabad Literature Festival, alongside the Karachi Literature Festival, seeks to create an intellectual space in which the diversity and pluralism in Pakistan’s society and this is expressed by the authors from literary and cultural traditions beyond Pakistan’s borders are freely accessible to people in an open and participatory manner. We are grateful to all our attendees, staff and sponsors who helped to make the event a success.

Reflections at the ninthIslamabad Literature Festival 2023 Inauguration Ceremony.

As we come together to celebrate people, planet and possibilities, let us remind ourselves of the role of poetry and prose in our lives and in our experiences as individuals. Managing Director Arshad Husain on the importance of literature in our lives.

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]]> AI in education: where we are and what happens next /feature/ai-in-education-where-we-are-and-what-happens-next/ Wed, 18 Oct 2023 15:50:59 +0000 /?post_type=feature&p=1122 We report on how teachers and learners are adopting AI technology, and offer recommendations on how to adopt AI safely.

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Throughout our 500-year history, VLOG Press has responded to advances in the world around us to meet the needs of students, teachers, and our wider community.

2023 has seen remarkable global growth in artificial intelligence (AI) adoption, driven by the increasing availability and awareness of generative AI (GAI) tools.

When it comes to education—be that traditional classroom-based teaching or language learning—there are many considerations for what this growing interest in GAI might mean. On one hand, there are conversations about how to educate future generations on how to use AI-enabled technologies and even how to build them. On the other, there’s a pressing question around how AI-enabled technologies are positively integrated into current teaching and learning approaches. While the two scenarios often come hand-in-hand, in this report, our focus is principally on the latter. We want to look at where we are, and what will—and should—come next.

This advancing technology has huge potential in education, but GAI is not the first digital technology to disrupt education, nor even the first instance of AI making its way into the classroom. Digital resources, such as those offering adaptive and personalized learning—sometimes supported by machine learning—are already in use in many learning settings.

As a global publisher, we’re committed to embracing technology in the right way—so we can improve education for all.

We firmly believe that education should always drive technology—not the other way around.

With our deep knowledge of pedagogy and understanding of the changing needs of teachers and learners, we want to develop solutions that make a real difference to learning outcomes and find the best ways to move forward on the journey together.

At the forefront of this are teachers and the need to support them with quality resources.

88% of teachers we spoke to said they would benefit from relevant insights and research being collated in the same place.

This report draws on our global network of experts, research from trusted sources, and insights from our communities of learners, school teachers, and English language teachers. We share our learnings about where we are and set out what school leaders, education bodies, and governments should consider for what happens next.

This report covers:

1. A global picture

AI is already playing an important part in education across the globe, but how does this differ between countries?

2. The impact on teachers

Are teachers optimistic about AI? Do they feel prepared, or do they need more support?

3. The impact on learning

Students are already using AI—how can we harness the benefits, teach the right skills, and guard against the risks of misinformation?

4. Digital divide: AI—a danger or a leveller?

Many don’t have access to the internet, let alone AI—can new technology help to bridge existing divides, or will it push them further apart?

5. What next?

We outline five recommendations for school leaders, education bodies, and governments on how we make sure education drives technology, not the other way around.

1. A global picture

Current approaches to AI in education differ considerably between countries. Some are treading carefully, or banning new AI tools altogether; others are rapidly embracing the technology. This reflects each country’s unique challenges and opportunities, as well as local culture, policy, and societal needs.

Educators have been a driving force behind adoption in many countries. Our own research shows that both English language and school teachers are optimistic—but cautious.

68% of school teachers in the UK and 69% of English language teachers in Europe say that they see benefits for education but are mindful of the risks.

% of teachers who agree that curricula and assessments need to adapt to the emergence of AI (5)

While teachers see the potential to personalize learning and ease pressure on teacher workloads, they also see risks—including students not recognizing errors, plagiarism, and over-reliance on devices.

There are two sides to using AI in education: as a topic and as a tool. Our research shows that the topic of AI is already part of many national curricula, but the use of AI tools by both teachers and students is a much more controversial topic.

Here’s how some countries are responding to the rise of AI in education:

Hong Kong

An AI curriculum was developed for lower secondary school pupils to be taught from September 2023. Public secondary schools are asked to teach 10–14 hours of AI as part of their ICT teaching, including ChatGPT, AI ethics, and the social impact of AI.

United Arab Emirates

Schools are piloting an interdisciplinary approach, with AI learning embedded in subjects including ICT, science, maths, language, and social studies.

India

AI is an optional area alongside other skills subjects at secondary level. The National Curriculum Framework for School Education, released this year, suggests that teachers and students can use AI tools to enable learning. Initiatives include Responsible AI for Youth (YUVAi): a national programme for government schools to develop a new-age tech mindset and relevant skill sets.

Spain

AI is taught as part of Robotics as an after-school activity in primary education, and as part of the Technology curriculum at secondary level. Spain is also part of , an initiative coordinated by the Universidade da Coruña, which aims to introduce AI into the secondary school curriculum across Europe.

UK

The Department for Education (DfE) has requested feedback from teachers and industry experts to understand how AI should be used in the classroom. Possible outcomes include guidance for students on the best ways to use GAI, and further exploration of AI’s potential to save teachers time, and so alleviate workload pressures and the recruitment and retention crisis. Meanwhile, a is taking place in the UK in November 2023.

Australia

Until recently, education authorities and schools were divided over the use of GAI in schools. The use of GAI was subsequently banned in public schools across several states temporarily. As a result, some commentators challenged whether this was in students’ best interests.

An Australian Framework for Generative AI in Schools was released for consultation in mid-2023 to guide teachers and students on how to use GAI tools in a safe, responsible, and ethical way. This has now been approved by all education ministers. AI, including ChatGPT, will be allowed in all Australian schools from 2024.

In summary…

  • While countries are taking different approaches to exploring AI—and in particular GAI—there’s no denying that it’s prompting questions about the future of education across the world.
  • It’s a constantly changing picture and one that will no doubt look very different this time next year, but we can be sure that differences in approach will continue, potentially resulting in different outcomes. While some may be better placed to take advantage of new opportunities, others may miss out on key skills that could worsen problems like misinformation. And some may not have access to such tools at all, further exacerbating the digital divide.
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2. The impact on teachers

More than 70% of teachers are optimistic about the role of AI in education.

AI has been hailed as a possible solution to many challenges in education, and we’re only just beginning to see its potential to alter how education is delivered.

Currently, teachers spend a significant amount of time devoted to work that happens outside of the classroom—whether that’s evaluation and feedback or preparation. And with on the rise, the integration of AI-enabled tools could transform teachers’ workdays, making extra time for teacher-led instruction and live interaction.

Where are we now?

We asked our global network of school and English language teachers to share reflections on the impact AI is having on them right now: 38%of school teachers say they have used AI-based tools in their teaching in the last year. For English language teachers, it was 36%.

Most teachers think digital resources—including AI-powered technology—have had ‘significant’ or ‘some’ positive impact on educational outcomes for their students (63% of school teachers, 59% of English language teachers).

The biggest impacts so far are on content preparation, assessment, and personalization.

63% of school teachers and 59% of English language teachers agree that digital technology - including AI-powered technology - has had

On the value of adaptive learning and ongoing assessment, one teacher told us:

 

“AI-powered adaptive learning platforms can dynamically adjust the difficulty level of content based on students’ performance and provide real-time feedback. This approach ensures that students are appropriately challenged and can progress at their optimal pace, enhancing their engagement and understanding of the material.”

– School teacher, Pakistan

Building on previous experience

shows that use of digital resources increased rapidly during the Covid-19 pandemic, with 36% of education institutions using digital platforms by the end of the first year and 45% of learners accessing digital learning from home. As face-to-face learning returned, digital has remained an important tool in the classroom to help achieve successful outcomes.

 

“Online testing on demand offers students the chance to perform in a Wi-Fi connected classroom or at home. Various digital resources can be used in teaching and learning for the purpose of active learning. Language teachers must continuously learn new technology including AI apps to teach effectively and attractively.”

– English language teacher, Japan

Teachers need help preparing for AI

While teachers are cautiously optimistic about AI in education, they need more help to prepare for the impact AI-enabled tools will have in the classroom—especially in the UK. Only 23% of UK teachers felt prepared, compared to more than half of those based outside the UK. Around a third of English language teachers felt prepared for AI, with another third not feeling prepared and the final third unsure either way.

 

Teachers preparedness for AI

Although there have been many exciting advancements in GAI, its adoption in the classroom should always be driven by educational requirements.

Earlier this year, we brought together a to discuss how we retain integrity and quality in education while embracing AI and other new digital technologies.

Advice to teachers from our expert speakers included:

“Be clear on your learning goals and the role that technology can play in supporting them.”

– Wayne Press, Global Product Director, Education Division, OUP

 

“The more that educators can do to try and assess whether these tools are actually making a difference to the efficacy of teaching—and then sharing that knowledge—is really key.”

– Professor Victoria Nash, Director of the Oxford Internet Institute

Many educational and academic institutions, including the UK’s Russell Group of universities—of which the University of Oxford is a part—have already produced to guide their members and educators in general.

“Teachers need tools they can trust, that are simple to use, and that will help them free up more time for the irreplaceable moments of human interaction between teacher and student. We’re excited to be developing resources that make the most of the opportunities offered by AI, whilst keeping teachers at the very heart of English language teaching.”

– Sarah Ultsch, Product Strategy Director, ELT Division, OUP

In summary…

 

  • The adoption of AI tools by teachers should have a clear educational focus. More support, through training or by having dedicated AI leads, must be given to educators on using AI-enabled tools in a way that is both ethical and beneficial to learners. This will help to mitigate ad-hoc experimentation and keep a focus on learning goals. In order for this support to be effective, it must be a joint effort between governments, institutions, and educational resource providers.

 

  • Teacher preparedness is a persistent challenge. In 2021, our showed that over half of teachers and learners globally lacked the skills needed to make digital learning a success. As a result, we made recommendations for building digital competencies. The rapid advancement of GAI makes this more urgent and adds the additional complexity of getting comfortable with a new type of technology.

 

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During our outreach to our communities, we spoke to our communities of school and English language teachers to hear about the impact AI is having in their classrooms—on both themselves and their students.

Hear what our teachers had to say

3. The impact on learning

How many students are already using GAI to do their homework?

Almost half (47%) of school teachers in the UK told us that they suspect their students are already using AI tools such as ChatGPT.

But within English language teaching, the picture was very different. Only 20% of teachers in Europe think their students are using AI tools, and only 16% of teachers in Latin America.

This follows which found that two thirds of teachers in the UK believe they are regularly receiving work written by AI. Learners also claimed to find the tools beneficial, with 68% attributing better grades to AI, and nearly half (49%) warning that excluding AI would have a negative impact on their learning.

In another survey with our teaching community, 62% told us that they felt AI poses a high risk to the integrity of students’ work in homework and assessments, with a further 32% feeling it represents a medium risk.

Teachers we spoke to remain divided on whether AI can have a positive impact on educational outcomes.

 

Some acknowledged the benefits it could have for learners:

“AI-powered technology in education holds great promise, and as a cautiously optimistic individual, I believe it can bring about transformative changes. Personalized learning experiences enabled by AI can improve student outcomes and engagement by tailoring content to individual needs.”

 

– school teacher, UAE

“If it is used properly, it can only have a positive impact on student learning, creating individualized lessons for all types of learners, and not a ‘one for all’ methodology. I see AI as the ultimate teaching tool for the learner, where the teacher creates materials, questions, or activities for the learner to then use AI to ‘assist’ them in their learning path.”

– English language teacher, Italy

“Even though I have not fully explored the possibilities of AI, my first-hand experience with it is mainly positive… Students can learn how to create prompts to make the most of AI, use it only as a source of information (not as a final product), and then interpret it from their points of view.”

 

– English language teacher, Bulgaria

Others highlighted the potential risks of students using AI and emphasized how it shouldn’t be used as a substitute for some of the most important parts of learning:

“Overall, I see more negatives as students depend too much on technology. They are unable to think critically on their own and cheating is prevalent when technology is used in class.”

 

– school teacher, Zimbabwe

“I’m afraid that students are going to use [AI] to get out of putting the work in when it comes to doing their homework, and that it’ll add to my workload to check if their assignment might have been completed by using AI technology.”

– English language teacher, Hungary

“It needs to be used with caution, like with every other technology. It makes you reassess the point of knowledge acquisition when AI removes the need to be specialized in a particular topic. Perhaps students will need to be taught analytical and critical skills—more so than recalling facts and figures?”

– school teacher, Australia

 

Skills for the future

As the world continues to experience rapid social, economic, and technological changes, the discussion around the skills that future generations will need to succeed continues to evolve.

While 84% of our teachers agree that it is very likely learners will need AI skills to succeed in the future workplace, they rated their schools’ current curricula and teaching methods a 5 out of 10 for how well they prepare for a future with AI technology.

It’s clear that AI is going to have—and is already having—a profound impact on the world of work. The that the percentage of tasks completed by automation will increase from 34% in 2023 to 43% in 2027.

So, what skills will learners need most?

Another with industry experts highlighted a few that will be fundamental over the next five years:

This suggests the uniquely human skills that are harder for technological systems to replicate, such as critical thinking, will be vital as our world becomes even more technologically driven.

also emphasizes the importance of these skills. Their report warns that AI shouldn’t be used where it can impact the development of cognitive and social skills gained through real-life observations, interactions with other human beings, and practical experimentation.

Navigating misinformation

One major challenge presented by the growth of AI in wider society is the rise of misinformation.

It seems likely that AI-generated misinformation will become just as prevalent online as human-generated misinformation is today—and potentially even harder to spot, . There is also significant concern around the ways in which information delivered by GAI tools could amplify existing bias and stereotypes.

Sam Altman, CEO of OpenAI, warned that the such as election cycles.

showed that young people are increasingly going online to source information. With the rise of social media, people are now exposed to associated misinformation from a much younger age. AI threatens to exacerbate this issue, making it more difficult to separate fact from fiction.

“It’s important that education continues to evolve to provide children with much-needed critical thinking skills from a young age to teach them to examine the information they encounter and reach their own conclusions about its validity…helping children use technology in a safe and responsible way, and equipping them with the tools to be well-versed in digital literacy for the future, is crucial.”

– Fathima Dada, Managing Director of OUP Education Division, OUP Matter of Fact Report, June 2022

 

The misinformation challenges around AI make education even more important. A survey by showed that 72% of educators felt it was important to teach students to use AI-driven technology effectively and understand the pitfalls.

In summary…

  • AI is an inevitable part of learning, life, and future work for today’s learners. Education needs to support them to use it effectively while ensuring they benefit from an education that teaches the right skills and is rooted in quality resources and information.

 

  • There are undoubtedly great opportunities in the wider adoption of AI-powered technologies, but this should be driven by the positive impacts it can have on the learning experience, rather than the technology simply being available.

 

  • While this will undoubtedly be challenging to navigate, it will also bring about new benefits like the creation of new job roles, and the opportunity to focus on core skills such as creative thinking.

 

  • We must equip young people with the necessary skills to use these new tools safely and ethically, including being able to identify reliable content over misinformation.
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4. Digital divide: AI—a danger or a leveller?

Technology adoption is never uniform—and there’s always a risk that disadvantaged educators and learners will be left behind. In many places, access to AI is a secondary issue; reliable access to the internet must come first.

According to the most recent available research from , only 63% of the world’s population currently have access to the internet.

46% in India

21& in Pakistan

94% in Spain

81% in Brazil

93% in China and Hong Kong

83% in Japan

72% in South Africa

Our research into the showed that poor digital access (physical access to the internet or a digital device) was the biggest barrier to digital learning—a problem identified by 68% of teachers. A lack of digital competency among learners and teachers compounded this issue, with over half (56%) saying skills gaps were a barrier to effective digital learning.

In some cases, AI can be used to level the playing field for learners. , some teachers are using AI tools to identify knowledge gaps and put tailored intervention in place, supporting low-progress learners and those with diverse learning needs. This points to the potential AI has for addressing one-size-fits-all approaches to education—something that we know is never possible due to individual strengths, weaknesses, preferences, and interests.

But without adequate infrastructure in place to provide equitable access for all, there is a real danger that AI could exacerbate existing inequalities. As a teacher in Ghana told us, “…there is a potential challenge, particularly for students in Africa with regard to access to computers, laptops, and phones for AI usage.”

If teachers and learners can’t access the technology in the first place, then they won’t be able to experience any of the benefits—nor keep up with the wider global changes AI brings.

 

“We are struggling to align the speed of transformation of the education system to the speed of the change in technological progress.”

– Stefania Giannini, assistant director-general for education at UNESCO speaking to Reuters

 

In summary…

  • The uneven rollout of AI across education risks exacerbating the digital divide.

 

  • As recommended in our , governments should target resources to address both ends of the digital divide, from investing in affordable access to reliable internet connections and devices to creating a focus on digital competency for teachers and learners.

 

  • Even in regions with reasonable digital access, mean there is a risk that cheap or free AI tools are seen as an adequate substitute for teacher-led instruction and the acquisition of skills and knowledge.

 

  • To avoid exacerbating existing divides, there should be a clear educational focus for the implementation and use of AI-powered technology where it can be accessed.

 

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5. What next?

63% of school teachers and 59% of English language teachers we surveyed believe that digital resources, including AI technology, have already had a positive impact on educational outcomes for their students.

Meanwhile, found that over half (56%) of teachers globally agree that curricula and assessments need to adapt to the emergence of AI. This was as high as 70% in the US and 69% in the UK, but only 36% in Japan and 24% in Singapore, reinforcing what we have seen in this report: adoption and attitudes are not consistent across the world.

“In order to unlock the potential of technologies like AI, it’s really vital that we think carefully about the decision that we take when we’re using these tools…They should be seen as part of these overarching goals we have for education and our uses should be mindful and critical of that”

– Professor Victoria Nash, Director of the Oxford Internet Institute, speaking at the Oxford Forum, April 2023

 

AI is already changing both classroom and independent learning. But the research gathered here underlines the principle that education should always drive technology—not the other way around.

”AI technologies have the potential to provide fantastic learning solutions for everyone in the English language learning community, as long as their application remains rooted in quality and expertise. Our focus for any resource we publish is always to help more English language learners achieve better educational outcomes, empowering them to make progress on their language learning journey.”

– Santiago Ruiz de Velasco, Managing Director of OUP’s English Language Teaching Division

Different policies and approaches across the world, as well as the speed of change, mean that we will undoubtedly see a necessary period of experimentation and innovation. However, without government support to establish principles and regulation, this could lead to a dip in the quality of education provision.

To avoid this, we conclude our report with recommendations for the consideration of school leaders, education bodies, and governments:

Our recommendations

  • Support teachers, don’t substitute them – AI should help teachers to perform their role rather than seeking to replace them. When implementing AI-powered technology to aid productivity and deliver personalized learning opportunities, school leaders, education business leaders, and policymakers must continue to prioritize the role of the teacher as guide, advisor, and supporter.

 

  • Seek the highest quality resources – More than ever, resources created and curated by education
    publishers play a critical role in maintaining the highest standards and most impactful learning outcomes. Turning to free AI tools for classroom content generation risks diluting quality and disturbing the sequence that learners need to succeed. Governments should consider how regulation can help to maintain standards in teaching and learning resources during the coming period of experimentation and rapid innovation.

 

  • Empower teachers to use digital technologies in the classroom – With workloads so high and changes so rapid, governments and school leaders should provide comprehensive support and guidance to teachers to build their confidence, knowledge, and skills when using digital technologies in the classroom. This could include dedicated educational leads in AI and quality training resources.

 

  • Equip students with the necessary skills to complement GAI – The potential that some AI tools have to produce misleading or inaccurate information underlines the need to embed uniquely human skills—critical thinking, creative problem-solving, and digital literacy—across the curriculum, at every stage of the learning journey and in every subject. Regulation of AI tools, particularly in educational settings, is necessary to protect students from the risks of misinformation.

 

  • Prioritize genuine topic understanding – Where free AI tools are positioned as providers of knowledge, they naturally encourage students to bypass processes like practical experimentation and independent cognitive reasoning by which they actively build their understanding of different subjects. We must adapt curricula and assessment to keep exploration, reflection, and interaction at the heart of the learning experience.
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”We need to be cautious of the behaviours that hype drives… The fundamental flaw is when we use these technologies without thinking about it as part of a broader pedagogical plan and really what we’re trying to achieve from a learning outcome perspective.”

– Wayne Press, Global Product Director for OUP’s Education Division, speaking at the Oxford Forum, April 2023.

About our research

Our teacher community is made up of more than 8,000 educators across the world. This report is based on research by 1,280 responses from our teacher communities across the world who we asked about their views on AI and future skills. This was supported by a review of current research and expert commentary on AI in education, with thanks to .

The post AI in education: where we are and what happens next appeared first on VLOG Press.

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