Quarter of UK children use AI for homework, study finds
A recent study shows a significant number of UK children are using generative AI tools for their schoolwork, amidst calls for the Department for Education to offer more guidance on safe and effective AI usage in schools.
A study conducted by the online safety charity Internet Matters reveals that 25% of UK children are now utilizing generative AI tools, such as ChatGPT and Google’s Gemini, to complete schoolwork, with the figure rising to over 50% among 13-to-14-year-olds. Despite 41% of children acknowledging the benefits of AI for their education, only 29% of parents share this optimism. Caroline Bunting, co-chief executive of Internet Matters, underscores the revolutionary impact of AI on learning and content creation, urging the Department for Education (DfE) to provide more comprehensive guidance to ensure its safe and effective use in schools.
The need for guidance is echoed by the International Baccalaureate (IB), with 43% of young respondents admitting to using AI for academic tasks. IB’s director-general, Olli-Pekka Heinonen, points out the necessity of teaching ethical and responsible AI use within educational systems. With the growing presence of AI in educational settings, there’s a pressing need for policies to navigate its challenges and opportunities.
Amid these technological trends, the DfE plans to ban mobile phones in schools across England due to concerns over distractions and misconduct among students. Anecdotes from teachers highlight the difficulties in enforcing phone restrictions, with some students ingeniously bypassing rules, further emphasizing the challenges schools face in managing technology usage.
Additionally, a report from Kindred² unveils that one quarter of children starting primary education lack basic toilet training, leading teachers to divert on average 2.5 hours daily to support such students. This gap in school readiness extends to abilities like dressing independently and following instructions, with some attributing these deficiencies to increased screen time and decreased parental involvement in developing these fundamental skills. The COVID-19 pandemic lockdowns are also noted as a factor contributing to these readiness issues.
Both Kindred² and the DfE highlight the necessity of collaborative efforts between parents, schools, and government initiatives to address early childhood developmental challenges, aiming for a positive impact on children’s academic futures and overall well-being.