The increasing use of artificial intelligence in British classrooms has introduced a range of challenges that educators, policymakers and parents are now grappling with. One of the most pressing concerns is the erosion of deep learning. Students often rely on AI tools to complete assignments without engaging with the underlying material, bypassing the cognitive effort required to understand, reflect and retain knowledge. This shortcut approach undermines long-term memory formation and critical thinking; skills that are central to meaningful education.
Teachers face their own set of challenges. Many report feeling underprepared to manage AI use in the classroom, with limited training and unclear guidance on how to integrate these tools responsibly. This gap leaves educators vulnerable to misuse and inconsistency, especially as students become more adept at using AI to generate polished but superficial work. The result is a growing disconnect between the appearance of academic progress and the reality of student understanding.
Academic integrity is also at risk. Generative AI can produce fluent, plausible content that mimics student voice, making it difficult to detect plagiarism or assess genuine learning. Essays, reports and even creative writing tasks are increasingly completed with minimal student input, raising questions about authorship, originality and fairness. Meanwhile, safeguarding and data privacy concerns persist, as students interact with cloud-based platforms that may collect, store, or analyze personal information without clear oversight.
These problems are compounded by the speed at which AI is evolving, often outpacing the ability of schools to respond.
Chapter Three
Chapter Three
The Use Of A.I by Students to Complete Their Assignments
