49% of UK teachers are unprepared for the impact of AI on education. Educators have played a critical role in encouraging AI adoption in several nations. According to research, both English language and school teachers are positive but apprehensive about AI incorporation.
49% of UK teachers are unprepared for the impact of AI on education
As global adoption of artificial intelligence (AI) continues to grow significantly, driven by increased accessibility and recognition of generative AI (GAI) tools, a recent report from Oxford University Press (OUP) reveals that 49% of teachers are feeling unprepared for the growing influence of AI in various sectors. These educators believe that additional efforts are needed to empower and equip them to prepare pupils for an AI-driven future.
According to an RM Technology survey, a significant number of UK instructors feel they routinely receive work generated by AI, with almost two-thirds agreeing. Furthermore, students have reported favourable results from AI-assisted tools, with 68% attributing improved grades to AI and 49% concerned about the potential detrimental influence on their learning if AI is not included. In a separate survey, 62% of respondents saw AI as a high risk to the authenticity of students’ work in assignments and exams, while 32% saw it as a medium risk.
The research suggests that governments assist schools in leveraging AI’s promise to change education. It also recommends that school administrators and education business leaders promote the use of artificial intelligence in classrooms and prioritise high-quality instructional resources.
The paper highlights that failing to adapt the current education system to the age of AI may result in inequities in its implementation, impeding students’ development of critical cognitive skills and negatively harming their learning outcomes. According to the OUP’s poll of instructors, 88% of them want collected thoughts and research in one place.
According to the survey, a majority of teachers believe that digital resources, particularly AI-powered technology, have improved educational outcomes, with 63% of school teachers and 59% of English language teachers reporting such effects.
Approaches to AI in education differ greatly among countries, with some treading carefully or even outright prohibiting new AI technologies, while others are eagerly embracing the technology. These distinctions reflect the particular problems, opportunities, local culture, policies, and societal demands of each country.
Educators have been critical in driving AI acceptance in several nations. According to research, both English language teachers and school teachers are hopeful but wary about AI incorporation.
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