Executive Summary

The integration of artificial intelligence (AI) into English schools has accelerated dramatically in 2025, transforming pedagogical practices, administrative workflows, and student learning experiences. This report synthesises current research, policy developments, and statistical evidence to provide a comprehensive overview of AI adoption in England’s education sector.

Key findings indicate that 53% of English language arts, mathematics, and science teachers now use AI tools for school purposes, with 54% of students reporting AI use in their studies (Doss et al., 2025). The UK Department for Education has invested £5 million in AI infrastructure, including a £3 million content store and £2 million in innovation funding to accelerate AI tool development (Department for Education, 2025a). However, significant challenges persist: 44% of secondary teachers and 31% of primary teachers believe students are inadequately prepared for AI’s impact, whilst only 9% of teachers feel confident teaching AI concepts (Pearson, 2025).

1. Introduction: The AI Revolution in Education

1.1 Context and Scope

Artificial intelligence has emerged as one of the most transformative technologies in 21st-century education. Generative AI tools, such as ChatGPT, Google Gemini, and Claude, have moved from experimental technologies to mainstream educational resources within a remarkably compressed timeframe. The 2024-2025 academic year represents a watershed moment: AI adoption amongst university students increased from 66% to 92% in just twelve months, with 88% now using generative AI specifically for assessments (Higher Education Policy Institute, 2025).

This report examines AI’s current role in English schools, focusing on primary and secondary education contexts. It analyses adoption patterns, policy frameworks, pedagogical applications, and emerging challenges that characterise the 2025 educational landscape.

1.2 Methodology

This report synthesises data from multiple authoritative sources, including the RAND Corporation’s nationally representative survey panels, the Pearson School Report 2025, encompassing over 14,000 UK education stakeholders, Department for Education policy documents, and peer-reviewed meta-analyses published in 2025. Statistical data reflects the most current evidence available as of December 2025.

2. Current Adoption Rates and Usage Patterns

2.1 Teacher Adoption Statistics

The RAND Corporation’s 2025 survey reveals that 53% of English language arts, mathematics, and science teachers now use AI for school-related purposes, representing an increase of over 15 percentage points from the previous year (Doss et al., 2025). This growth trajectory demonstrates accelerating adoption, with progressively higher percentages observed across educational levels: elementary, middle, and high school teachers show incrementally greater AI engagement.

The Pearson School Report 2025 indicates that 39% of teachers have used AI tools within the past fortnight, with 44% reporting that AI helps save time, particularly in lesson planning and administrative tasks (Pearson, 2025). Common applications include:

• Creating curriculum-aligned teaching resources
• Generating differentiated learning materials
• Automating marking and assessment feedback
• Drafting parent communications
• Condensing educational content for different ability levels

2.2 Student Usage Patterns

Student engagement with AI tools has surged dramatically. Approximately 54% of students report using AI for schoolwork and homework, with higher percentages amongst secondary students compared to primary-aged children (Doss et al., 2025). Research indicates that 89% of students acknowledge using ChatGPT for homework assignments, whilst 43% utilise AI tools to enhance their overall learning experience (ArtSmart, 2025).

The most prevalent student applications include time-saving (cited by 51% of students) and improving work quality (50%), followed by summarising information (33%), obtaining rapid answers (33%), and receiving initial feedback on assignments (32%) (Higher Education Policy Institute, 2025).

Table 1: AI Adoption Rates Across Educational Stakeholders in 2025

3. UK Policy Framework and Government Initiatives

3.1 Department for Education Strategy

The Department for Education formally launched its national AI-in-schools strategy in June 2025, establishing a comprehensive framework for safe, effective AI integration (Department for Education, 2025a). The strategy emphasises using AI to modernise the education system whilst supporting teachers and delivering improved outcomes for learners.

Central to this initiative is the £3 million Content Store pilot, funded by the Department for Science, Innovation and Technology, which provides large language AI models with high-quality educational information, including curricula and mark schemes (Department for Education, 2025b). This infrastructure enables AI products to generate more accurate, curriculum-aligned resources.

3.2 Innovation Funding and Tool Development

The DfE announced £1 million through Innovate UK’s Contracts for Innovation programme, awarded to 16 innovators developing AI tools addressing teacher workload across key stages. An additional £1 million accelerates development from design phase to classroom deployment (Department for Education, 2025a).

These tools represent significant technological advancement, including capabilities such as assessing handwritten work, providing feedback on hand-drawn geography maps, and recognising errors in student-soldered circuit boards. The objective centres on reducing administrative burdens, enabling teachers to focus on face-to-face instruction.

3.3 Training and Support Resources

In partnership with Chiltern Learning Trust and the Chartered College of Teaching, the DfE published comprehensive online support materials in June 2025 (Department for Education, 2025c). These free resources feature activity-focused slides, video presentations with transcripts, knowledge consolidation activities, and reflection templates. The materials balance staff and student safety with AI’s educational opportunities.

The Chartered College offers a free certified assessment, allowing staff to demonstrate understanding of safe, ethical AI use in schools. This professional development pathway addresses the significant training gap: 59% of college tutors and 42% of schoolteachers identify AI training as essential (Pearson, 2025).

4. Pedagogical Applications and Evidence of Impact

4.1 English Language Learning

AI demonstrates particular efficacy in supporting English language learners (ELLs). Schools utilise AI-powered translation tools, including devices like Pocketalk and platforms such as Pear Deck, to bridge language barriers in real-time (EdSurge, 2025). A first-grade teacher in New York reported that students who previously lacked participation confidence now actively engage in peer conversations and comprehend lesson content through AI translation support.

A meta-analysis of 23 peer-reviewed experimental and quasi-experimental studies published between 2019-2025 revealed a statistically significant large overall effect size (g = 1.10, SE = 0.18, 95% CI [0.75, 1.44]), demonstrating that AI-enabled pedagogies substantially improve English as a Foreign Language (EFL) learning outcomes (ScienceDirect, 2025). Beneficial affective effects included reduced anxiety and enhanced motivation amongst learners.

4.2 Personalised Learning and Differentiation

AI systems enable unprecedented personalisation, adapting content to individual learning styles, cultural backgrounds, and prior educational experiences. Platforms using soft computing networks improve students’ critical thinking skills and foster deeper academic engagement (Guo et al., 2025). Virtual tutoring systems provide one-on-one support for reading practice, offering immediate feedback that traditionally required substantial teacher time.

4.3 Teacher Workload Reduction

Early-adopter research suggests AI-powered teaching assistants like Oak’s Aila save teachers approximately 3-4 hours weekly, with some educators reporting savings exceeding 10 hours (Nucamp, 2025). Teachers employ AI for research (49%), composing lesson plans (increasing numbers), creating educational materials such as tests and assignments (38%), and evaluating student information to monitor academic progress (majority of professors) (ArtSmart, 2025).

5. Challenges and Concerns

5.1 Teacher Preparedness and Training Gaps

Despite growing adoption, significant preparedness concerns persist. The Pearson School Report 2025 reveals that 44% of secondary teachers and 31% of primary teachers believe students are inadequately equipped for AI’s impact (Pearson, 2025). Only 23% of teachers report confidence using AI, whilst merely 9% feel confident teaching AI concepts.

Professional development lags considerably: only 35% of district leaders provide students with AI training, and over 80% of students report that teachers have not explicitly taught them how to use AI for schoolwork (Doss et al., 2025). Furthermore, 42% of teachers advocate for AI inclusion in teacher training programmes.

5.2 Policy and Guidance Deficits

Institutional policy development has not kept pace with adoption. Only 45% of principals report having school or district AI policies or guidance, whilst 34% of teachers indicate policies specifically addressing academic integrity (Doss et al., 2025). This policy vacuum creates uncertainty and inconsistency across educational settings.

5.3 Concerns About Critical Thinking and Academic Integrity

Stakeholder concerns about AI’s impact on critical thinking are widespread. Research indicates that 61% of parents, 48% of middle schoolers, 55% of high schoolers, and 22% of district leaders agree that greater AI use will harm students’ critical-thinking skills (Doss et al., 2025). Additionally, 50% of students worry about false accusations of AI-assisted cheating.

Studies reveal significant bias in AI detection systems against non-native English speakers, with over half of non-native English writing samples misclassified as AI-generated, whilst accuracy for native English speakers approaches 100% (University of Illinois, 2024). This disparity raises serious equity concerns.

5.4 Data Privacy and Safeguarding

The DfE guidance emphasises that schools must uphold legal duties around data protection, safeguarding, and intellectual property when deploying AI tools (Department for Education, 2025b). Many popular AI tools restrict access to users aged 18+, meaning pupil access requires careful consideration. Schools face responsibilities regarding:

• Secondary infringement risks when AI products trained on unlicensed material produce outputs used in educational settings
• Copyright violations when publishing AI-generated content on school websites
• Data privacy compliance under ICO guidance on AI and personal data
• Preventing AI-related malpractice in accordance with Joint Council for Qualifications guidance

6. International Comparisons and Context

England’s AI education strategy exists within a competitive global landscape. China integrated AI as a compulsory subject across all primary and secondary schools from September 2025, teaching children as young as six about robotics, algorithmic thinking, and machine learning (DevelopmentAid, 2025). South Korea launched AI-powered digital textbooks in March 2025, supported by approximately $830 million in funding for digital infrastructure and teacher training (Programs.com, 2025).

Estonia’s AI Leap 2025 initiative provides all secondary school students and teachers with access to ChatGPT Edu, representing the first national-level government implementation of this platform (AIxEducation, 2025). These international developments underscore the urgency of England’s response.

The global AI education market, valued at approximately $8 billion in 2025, projects growth exceeding $20 billion by 2027 and potentially reaching $112.30 billion by 2034 (Engageli, 2025). This exponential growth trajectory emphasises the strategic importance of effective AI integration.

7. Future Directions and Recommendations

7.1 Comprehensive Teacher Training

Addressing the professional development deficit requires systematic, sustained investment. Recommendations include:

• Mandatory AI literacy modules in initial teacher training programmes
• Continuous professional development pathways with recognised certification
• Subject-specific AI pedagogy training aligned to curriculum requirements
• Leadership development focussing on AI strategy and implementation

7.2 Policy Framework Development

Schools urgently require clear, comprehensive AI policies addressing academic integrity, data protection, appropriate use boundaries, and safeguarding protocols. The DfE should provide model policies and implementation toolkits to support consistent, compliant practices across institutions.

7.3 Evidence-Based Practice

The DfE’s EdTech Evidence Board and EdTech Testbed pilot programmes represent valuable steps toward rigorous evaluation. Ongoing research should examine AI’s long-term impact on learning outcomes, equity implications, and unintended consequences to inform evidence-based policy refinement.

7.4 Student AI Literacy

Developing student AI competencies requires explicit curriculum integration beyond Computing. The Curriculum and Assessment Review Final Report highlights that digital literacy, including understanding AI capabilities, limitations, and responsible use, has become essential (Pearson, 2025). Cross-curricular approaches should embed AI literacy in all subjects.

8. Conclusion

Artificial intelligence has transitioned from experimental technology to mainstream educational tool with remarkable rapidity. The evidence demonstrates substantial adoption across English schools, with over half of teachers and students engaging with AI tools in 2025. Government investment in infrastructure, innovation funding, and professional development resources signals strategic commitment to AI integration.

However, implementation challenges remain significant. Training deficits, policy gaps, concerns about critical thinking impacts, and equity issues demand urgent attention. The disparity between adoption rates and institutional readiness creates risks alongside opportunities.

Success requires balanced approaches that harness AI’s pedagogical potential whilst maintaining educational integrity, protecting student wellbeing, and ensuring equitable access. The next phase must prioritise systematic teacher development, robust policy frameworks, rigorous evidence generation, and comprehensive student AI literacy education.

As international competitors accelerate AI integration and market growth continues exponentially, England’s education system faces strategic imperatives. The decisions made in 2025-2026 will determine whether schools effectively leverage AI to enhance learning outcomes and teacher capacity, or whether the sector struggles with fragmented, inequitable adoption that exacerbates existing disparities.

The evidence suggests that the biggest risk is not AI itself, but rather inadequate preparation, insufficient guidance, and failure to address legitimate concerns through evidence-based policy. With appropriate investment, training, and oversight, AI can support every child and young person to achieve at school whilst developing knowledge and skills for their futures.

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