New research shows teenagers are divided over AI use for schoolwork
According to findings in exploring pupils’ perspectives on the role of AI in classrooms, teenagers are unclear over appropriate use of AI in their schoolwork.
We conducted research with almost 4,000 13-18-year-olds across the UK, revealing the different approaches that young people take to using AI in their schoolwork, and what roles they see AI playing education鈥攂oth for them and their teachers.
The report follows on from , which was one of the first pieces of UK research to hear directly from young people regarding their views on AI in education.
Some of our key findings:
While only four in 10 (44%) think it is cheating to use AI to complete all of their homework, almost one in five also think it is cheating to simply ask any AI tool to give them homework tips.
Just 15% of students stated they have been given enough guidance.
Key areas include using AI to make complex work easier to understand and lesson planning.
73% pointed to a skill their teacher has which AI can never replace, such as personability, empathy, and human understanding.
In our qualitative studies, students were asked to complete a simple written exercise and offered the choice of using a generative AI tool if they wished. Of those who had access to AI, almost three quarters (72%) decided not to use it. Of those who didn鈥檛 have access, less than a quarter (23%) said they would have liked to have used an AI tool if they had been able to do so.
The qualitative studies mirror survey findings, which highlight that young people do not use AI as a default for their homework, with only one in four (24%) regularly seeking out AI tools. Furthermore, one in three (34%) only use AI tools to help with their homework if suggested by their teachers听compared to听just听13% who are influenced by their friends.
Four in 10 students (39%) are more excited than worried about the impact of AI on their education, compared to 16% who said they were more concerned and less than one in three (30%) who felt neither way.
When asked what helps them learn more effectively when using AI, the majority expressed preferences for AI tools that suggested tasks they can do to help them understand the subject better (44%) or asked them questions to help them reach the answer on their own (41%), compared to just one in five wanting an AI tool to give them the answer straight away.
Dr Alexandra Tomescu
Head of Product AI
“Whilst the research highlights that the appropriate use of AI is still a grey area for students, 颈迟鈥檚鈥�reassuring鈥�to see young听people鈥檚鈥�sophisticated鈥�attitude towards AI. Both the research and qualitative studies show AI is not necessarily a default for all students, and despite being excited about its impact on their education they still inherently value the role of their teachers and look to their school for guidance. It鈥檚 vital therefore that we support teachers with the resources and tools they need to responsibly guide their pupils and harness AI鈥檚 potential in the classroom.鈥�
Read the full report on Navigating AI in Education , and find out more about our updated AI resources and guidance .
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