Call for Prime Minister to set the agenda with major speech
The potential benefits of artificial intelligence (AI) are being squandered, with England still trying to educate ‘for an AI-less world that no longer exists’, a new report argues. The report, published by the think tank Public First, is co-authored by historian Anthony Seldon, a former headmaster of Wellington College, and the venture capitalist Tim Bunting, a former partner at Goldman Sachs. Its title, Britain’s Greatest Education Opportunity Ever: Why our approach to AI is stuck in the starting blocks; and how to get out, gives a sense of the generally positive view it takes of the potential of AI in education.
As well as the latest international evidence, the report draws on extensive new Public First polling of 4,000 young people in England, exploring how they are already using AI in schoolwork and wider life, and what it means for how they learn. Among the findings are that 87 per cent of young people in England have used an AI tool – with usage peaking at 90 per cent among 13 to 14-year-olds. Meanwhile 38 per cent of young people agree they are better at using AI than their teachers. The report argues that AI is already ubiquitous throughout education, but that this is ‘largely unseen’ by government and school leaders. Schools have not been readied for AI’s arrival, and ‘parents, teachers, governors, school leaders and pupils are crying out for trusted guidance’ the report says. It points to the finding from the polling that only 9 per cent of young people believe schools and universities are preparing them for the AI future very well, but two-thirds believe it is the responsibility of schools and universities to teach them to use AI tools.
AI offers an ‘unparalleled category of opportunity for learning’, the report suggests, with potential benefits including tackling economic and social disadvantage, supporting SEND pupils and nourishing the independent-minded. It urges that these benefits be widely adopted now. Although positive about AI, Seldon and Bunting do also acknowledge its potential risks, among which they include cognitive offloading, abuse of personal data, deepfakes and exploitation, cheating, unequal access and ‘a diminishing of the inherent humanity of learning’.
Their report offers a ’10 point plan’ to realise the benefits of AI, starting with the prime minister delivering a ‘landmark speech’ on AI in education before the end of 2026. (The authors suggest that the history of education policy shows that, only when a Prime Minister personally prioritises change does it happen). The plan also calls for an AI ‘Rapid Response Unit’ to be established within the Department for Education (DfE), which would temporarily take responsibility for AI in education and skills. Seldon and Bunting want to see this in place by 1 November this year. Other suggestions include that Ofsted should downgrade schools and colleges which aren’t implementing an effective AI strategy, and that government should work with Ofqual to reform assessment. The report proposes that this should take the form of a ‘two-lane’ assessment model, with just a small number of secure, supervised high-stakes exams at key moments in the education journey. The rest of assessment would be an ‘AI-supported, continuous evaluation’ of a student’s understanding.
Sir Anthony Seldon commented: ‘Despite warnings, education has always been Britain’s Cinderella sector when it comes to technology, and with AI we are repeating the mistake at even greater speed and scale. AI could offer an unparalleled category of opportunity for learning, tackling economic and social disadvantage, supporting SEND pupils, and nourishing the independent-minded and curious. But schools, colleges and universities have not been readied for AI’s arrival.’
Responding to the report a government spokesperson said: ‘AI is a fast-moving, emerging technology that presents significant opportunities and challenges – which we take incredibly seriously. The new Education Secretary [Lucy Powell] is leading the reform of the education system to equip young people for lives and careers in this rapidly changing world. As part of this, our refreshed curriculum will put foundational skills like oracy and mathematical literacy at its heart, make sure all young people have the digital skills they need for the future, and equip them with the skills to spot disinformation.’