INSIGHT ‘‘ A
It’s clear that the traditional methods of teaching and assessment are no longer sufficient to prepare students for the challenges and opportunities of tomorrow’s world. – Felix Ohswald
Gary Horrocks (@
garyjhorrocks.bsky.social), is UKeiG Administrator and Editor, eLucidate (
info.ukeig@
cilip.org.uk, @
ukeig.bsky.social).
DOMINANT theme throughout 2025 was the profound impact that Generative AI is having on
teaching, learning and the student experience in schools, further and higher education. Core skills and competencies are being redefined. The landscape is transforming as educators struggle to negotiate such a complex technological terrain and endeavour to understand it from the perspective of younger people. There’s a constant flood of AI tools, apps and web browser plug-ins promising to support teachers, facilitate lesson planning, marking and enhanced assessment. Schools and colleges are focusing on the responsible, ethical and compliant use of the technology. The information literacy competencies we know and love are morphing before our eyes: the importance of problem solving, analytical skills, critical thinking and prompt engineering. The challenges and opportunities for library and learning resource services are profound.
In November, the UK government announced major changes to the National Curriculum. Digital literacy and online safety will be key life skills, with primary school children learning to spot misinformation, disinformation, biased and fake news. Data science, robotics and AI will form an essential aspect of a broader post-16 computing and employability agenda. CILIP is in a strong position to influence and support this paradigm shift.
Ironically, media coverage indicates that there is still an inherent ambiguity towards AI; the continual need to balance its enabling benefits with its threats, limitations and risks. On the one hand pundits applaud its enormous potential to enhance personalised learning and student engagement but there continue
Winter 2025
to be significant concerns over its lack of transparency, accuracy and reliability. In July, the Independent newspaper reported that it was “unacceptable” for pupils to use AI to complete coursework. “Public support on whether students should use artificial intelligence to improve their writing style in coursework is divided.” So, the jury is still out on the effective deployment of AI in education. The GoStudent Future of Education Report 2025 explores the “evolving future” of education. CEO Felix Ohswald writes: “Education in 2025 is at a critical juncture with AI rewriting the rules. It’s clear that the traditional methods of teaching and assessment are no longer sufficient to prepare students for the challenges and opportunities of tomorrow’s world. AI tools hold immense promise for personalising education, including supporting students with special needs, and empowering teachers to focus on meaningful interactions rather than administrative tasks. “In a future where people work alongside AI, most parents believe that there will be a huge need for ‘soft skills’ with two-thirds believing that skills such as communication and stress management will grow in importance. Technology alone is not enough. The human touch remains vital, teachers are role models who inspire creativity, critical thinking, and emotional intelligence in ways machines cannot currently replicate.”
Defining a coherent AI curriculum for AI literacy across the education sector is a key challenge. Prompt engineering is a complex skill. We used to interrogate traditional search engines to generate lists of references to build our knowledge base, but conversational Generative AI requires a degree of subject expertise to determine a successful and reliable outcome. There’s no harm in using it to generate ideas, suggest scenarios and stimulate
the imagination, but, as one LinkedIn influencer recently advised: “Maintain your voice, paraphrase, critique and add your perspective. That’s what makes your work authentically yours.”
Jisc recently published a fascinating report on how students perceive artificial intelligence. There were concerns around data privacy, misinformation, deep fakes, trust and accuracy. ‘The most significant concern for most students and learners is the impact AI will have on their future employability. They are deeply aware that automation and changing job markets will demand new skills, yet for some, especially students with disabilities or limited resources, the pressure to continually upskill feels overwhelming.’ While the Government strives for “technical excellence” in digital learning and AI, issues of digital division. disadvantage and disengagement are a concern. Jisc data analytics raised the issue in a learner digital experience insights survey in September 2025. Ofcom also commissioned a report that explored inconsistent connectivity, cost concerns, harmful online experiences, accessibility issues and a lack of digital confidence. On a closing note, I recently heard a BBC radio interview with a teacher who was sharing her AI skills with her students so that they “didn’t need to visit the library”. AI literacy isn’t all about the students. We also need to teach the teachers. IP
Links
www.gostudent.org/en-gb/education-report/2025/
https://nationalcentreforai.jiscinvolve.org/wp/2025/05/21/student- perceptions-of-ai-2025/
https://digitalinsights.jisc.ac.uk/reports-and-briefings/our-reports/
www.ofcom.org.uk/internet-based-services/technology/exploring-how- people-in-the-uk-are-affected-by-digital-disadvantage
INFORMATION PROFESSIONAL DIGITAL 45
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54
