This report from Trinity College London has fount that two thirds (63 per cent) of teachers think generic artificial intelligence (AI) tools, such as ChatGPT, are too unreliable and inaccurate for them to be effectively used in the classroom. But given such widespread student adoption of generative AI tools, more than one in ten (13 per cent) teachers also say schoolwork grades need to be reformulated due to an ‘assumed use of AI’.
When asked in what ways the Department for Education (DfE) should incorporate AI into the curriculum, over half (54 per cent) of the 1,012 teachers who took part in the study say students should be taught the ethical implications of using AI. Over a third (38 per cent) of teachers think students should be given a foundational understanding of how AI works. But just 4 per cent believe that students should have access to AI tools during exams.
Less than a quarter (23 per cent) of teachers say they have used AI tools in their teaching in the past term but, such has been the interest in tools such as ChatGPT and Google Gemini, that only one in five (19 per cent) now think AI shouldn’t be incorporated into the curriculum by the DfE.
More than a quarter (27 per cent) think AI should be integrated into maths and science classes, and 13 per cent think the schoolwork grading should be reformulated to consider the assumed use of AI by students doing out-of-class tasks.
The study also reveals that much of the profession (54 per cent) think AI will revolutionise teaching in unforeseeable ways. Headteachers are especially bullish on this point. 79 per cent agree that AI will revolutionise teaching within the next five years. However, half (54 per cent) of all teachers remain unconvinced that every classroom will use a personalised AI assistant any time soon.