A comprehensive survey of secondary school teachers in England reveals a growing concern over the impact of artificial intelligence (AI) on pupils' capacity for critical thinking. Two-thirds of these educators reported observing a decline in critical thinking skills among students who utilize AI tools. Furthermore, teachers noted that pupils no longer feel the necessity to spell correctly, attributing this to the pervasive use of voice-to-text technology.

Teachers expressed strong sentiments regarding this trend. One teacher told the National Education Union (NEU) poll that "Students are losing core skills – thinking, creativity, writing, even how to have a conversation." Another highlighted that "AI is destroying what ‘learning’ – problem-solving, critical thinking and collaborative effort – is." The issue extends beyond secondary education, with 28% of primary school teachers also reporting similar observations.

This comes amidst the government's push for a "digital revolution" in schools, which includes plans to develop and roll out AI tutoring tools for up to 450,000 disadvantaged pupils in years 9 to 11 by the end of 2027. Bridget Phillipson, the education secretary, stated that these tools have the potential to democratize access to tailored learning support, making it available to every child who needs it, rather than just a privileged few.

However, the NEU poll of 9,000 state school teachers found significant opposition to these government plans. Only 14% of respondents agreed with the introduction of AI tutors, while a substantial 49% opposed it. Teachers' primary concerns include the fear that AI tutoring will be used as a cost-cutting measure, undermine the value of human teaching skills, and fail to provide the holistic support that disadvantaged students often require, including social interaction. One teacher noted, "Students who need tutors often need more than academic support. AI will not give them that," while another worried about students not being motivated by AI tutors.

Despite their skepticism about pupils' use of AI, particularly concerning cheating in exams and homework, many teachers are increasingly integrating AI into their own professional lives. The survey revealed that 76% of teachers now use AI for day-to-day work, a significant increase from 53% last year. The primary applications include creating resources (61%), planning lessons (41%), and administrative tasks (38%), though only 7% use AI for marking.

A critical challenge identified by the survey is the widespread lack of clear guidelines for AI use within educational institutions. Nearly half of all schools (49%) lack any policy governing AI use by staff or students, and 66% have no specific policy for students. This regulatory vacuum leads to inconsistencies and potential misuse, as one teacher commented, "Staff are not trained to use it properly, but are using it and it’s producing sub-standard slop."

Daniel Kebede, NEU General Secretary, emphasized the importance of critical thinking, stating, "Students must be able to think for themselves. This is at the heart of learning, but our survey shows a reliance on AI is having an effect on students' ability to think critically." He advocated for AI to enhance rather than diminish learning, stressing the need for regulation, guidance, and comprehensive training and policies in every school.

In response, a government spokesperson reaffirmed their commitment to using AI to break the link between background and success, asserting that AI tutoring tools can provide expanded, tailored support. They also clarified that while AI should not replace core knowledge and disciplinary thinking, it is crucial to prepare children for a digitally enabled world. The government's schools white paper outlines a plan to ensure AI is used safely, critically, and responsibly.

The debate surrounding AI in education also touches on its potential to "hallucinate" or fabricate information, making some question its suitability as a teaching tool. Concerns are further amplified by external research indicating that 95% of university students now use AI in assessments, with some admitting it fosters laziness and reduces independent thought.