Artificial Intelligence is transforming the classroom, yet many young people remain uncertain about how to use it wisely. New research from Oxford University Press (OUP) has revealed that fewer than half of UK pupils (47 percent) feel confident identifying accurate AI-generated information, despite 8 in 10 already using AI tools to support their schoolwork. The findings highlight a growing need for digital literacy, critical thinking, and teacher support to help students separate fact from fiction in an increasingly AI-driven world.
From concerns about copying and bias to calls for clearer guidance from teachers, this research offers a fascinating snapshot of how students are navigating the opportunities and challenges of AI in education. To help schools respond, OUP has launched a new AI in Education Hub alongside its report Teaching the AI-Native Generation, bringing together expert insights, resources, and practical frameworks to guide responsible AI use in classrooms across the UK.
Fewer than half of UK pupils (47 %) feel confident identifying accurate AI-generated information, according to new research by Oxford University Press (OUP), surveying 2,000 students aged 13–18 across the UK. One third (32%) stated they can’t tell if AI content is true, whilst a fifth (21%) were unsure. The findings also showed that 8 in 10 young people use AI tools in their schoolwork.
Students want more clarity as a third feel their teachers lack confidence when using AI tools
The research revealed that almost half (48%) of pupils want support from their teachers to help them understand what content generated by AI is trustworthy and reliable, with 51% of pupils calling for more clarity on when they should be using AI tools in their schoolwork. A further third of students believe their teachers are not confident in using AI tools in lessons and one in three pupils want their teachers to make more use of AI resources in the classroom.
Pupils are concerned about the impact of AI on their schoolwork
Among the top concerns for students (60%) was AI tools encouraging copying rather than original work and over half (51%) worrying that AI resources may be biased or reinforce untrue stereotypes. Furthermore, 48% of young people are concerned pupils in their year are secretly using AI to do their schoolwork and almost as many (47%) worry their teachers are unable to spot when this happens.
Oxford University Press unveils AI in Education Hub
To support schools, OUP has today published a report titled Teaching the AI-Native Generation delving into young people’s sentiments on AI in the classroom. The report includes regional breakdowns for teachers to see localised insights, as well as expert guidance for developing AI literacy in the classroom. Alongside the report, OUP is also unveiling their AI and Education Hub, a dedicated site regularly updated with articles, insights and top-tips from experts across the EdTech industry, including teacher led advice for peer-to-peer support. On the AI and Education Hub schools will also find OUP’s AI Framework for UK School Resources, outlining the set of guiding values and principles OUP follows in the design of their AI tools for UK schools.
Amie Lawless, Secondary Product Director, at Oxford University Press, said, “It’s encouraging to see from the research how aware young people are of the challenges surrounding AI and how eagerly they want to collaborate with their teachers to address the issues. We know that teachers are under many different pressures, which is why we developed our new AI and Education Hub to bring together educators and experts across the industry to provide guidance, inspiration and support to schools as AI becomes increasingly integrated in the classroom. Most importantly however, the findings offer a valuable reminder of bringing together trusted content and sound learning design principles with responsible AI tools which put the learner's needs at the core.”
Despite concerns, nine in ten students say AI has helped to develop a skill in relation to schoolwork
Almost all young people agreed AI has helped them develop a skill with problem solving rated top by almost one fifth (18%) along with creating new ideas (15%), and revision and exam preparation (13%). Yet six in ten students (62%) felt AI had also negatively impacted skills in relation to their schoolwork with a quarter (26%) stating AI made it too easy to do work for them and one in ten (12%) believing it limits their creative thinking and impacts their creative writing (10%). Further guidance for teachers is available on the AI and Education Hub on how to mitigate against the negative impact on skills and capitalise on the benefits AI offers in relation to education.
Q & A with Amie Lawless, Secondary Product Director, at Oxford University Press
To explore the findings further and understand what they mean for teachers, parents, and learners, we spoke to Amie Lawless, Secondary Product Director at Oxford University Press. In this Q&A, Amie discusses what surprised her most in the research, how schools can integrate AI safely and effectively, and why trusted content, teacher confidence, and sound learning design remain essential as AI becomes an everyday part of education.
Q. Your research shows 8 in 10 young people already use AI for schoolwork - but fewer than half (47%) feel confident spotting accurate AI info. What surprised you most in the data?
We found it really encouraging to see that young people are aware of the A. challenges surrounding AI but also how willing they are to work with their teachers to tackle the issue together.
We also found it interesting that despite concerns, and six in ten students saying AI has negatively impacted their skills in relation to schoolwork, the majority (nine in ten) said AI has helped them develop a skill with problem solving rated top by almost one fifth.
Q. Nearly half (48%) of pupils want teacher support to judge AI trustworthiness, and 51% want clarity on when to use AI. What’s the simplest, practical policy a school could adopt?
A. We actually put some tips together to help schools when it comes to integrating AI in the classroom. Teachers can read them in more detail in our newly published report Teaching the AI Native Generation here. To summarise though, we recommend focusing on three key steps at the beginning:
- Be intentional when selecting AI tools for your school. Suggest appointing a dedicated lead who has clear ownership and ongoing oversight responsibility for the AI tool’s implementation and performance.
- Support teachers’ and learners’ intentional use of AI tools. Work with the AI lead to make a list of the specific, measurable outcomes you expect from using an AI tool. Consider how best to track progress against these outcomes and build in review meetings.
- Always consider safety and privacy. Among other things, confirm that appropriate technical content moderation and safety guardrails (such as detection/ blocking, and bias filtering mechanisms) are built in.
Q. Students are worried about copying (60%) and bias (51%). What classroom routines could help turn AI from a shortcut into a thinking partner?
A. Making sure that AI-generated materials are always accompanied by clear guidance on the need for critical verification is necessary to remind young people that AI is a tool to be used responsibly rather than a shortcut. It's especially important to remind students that AI has limitations and makes mistakes, and so it’s helpful for teachers to ensure AI generated materials, suggestions, or interactions come with clear and consistent signposting.
Q. A third of students think their teachers aren’t confident using AI, yet 1 in 3 want teachers to use it more. What can schools do to bridge this gap?
A. Firstly, we recommend schools work with their AI lead to make a list of the specific, measurable improvements in curriculum, pastoral, or efficiency outcomes they expect from using an AI tool. Consider how best to track progress against these outcomes and ensure staff know how to provide feedback or report issues.
Choosing an AI tool that preserves teachers’ autonomy in making pedagogical decisions that are appropriate for their specific learners is necessary for building teacher confidence and engagement. Reflect on how easily teachers can adapt, differentiate, or supplement the AI outputs to effectively meet the needs of their learners.
Q. What does OUP’s AI Framework for UK School Resources deliver for schools?
A. Our AI Framework for UK School Resources is made up of a set of values and principles which apply to any of our products which use AI capability. By having a robust framework in place and continuing to work closely with our network of teachers, parents and learners, it ensures we only develop purposeful AI products which will enhance students’ educational experiences.
Q. One myth about AI in education you’d love to bust.
A. The one myth we’d like to bust is that AI does not replace teaching, it is simply a tool. It’s important to remember that educational value should always drive the use of technology. To make AI an effective tool, it’s about bringing together trusted content and sound learning design principles which put the learner's needs at the core.
Q. How and when to use AI well. And when absolutely not to.
A. We advise schools to consider if AI can genuinely help to solve a problem in their school and help to improve educational outcomes. For example, what are the biggest barriers to attainment in the school, and how can AI help tackle this?
We also suggest schools consider whether the AI tool is aligned to UK curricula and can support the unique requirements of individual subjects. Does the AI tool draw on high-quality curriculum documents and content? Does the tool support genuinely support learning, rather than short cutting it? This is where good learning design is critical.
Useful Links
The full OUP report Teaching the AI-Native Generation
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Top Five essentials children need to learn about AI from author Lou Gilmond
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