F


raming the day, Professor Miles Berry, Computing Education, University of Roehampton, encouraged


delegates to look at the broader scope of what education really means given that much of AI use by young people happens outside ‘the walled garden of school’. “Many of us are particularly


concerned about the dangers of cognitive outsourcing and cognitive offloading – of having the machine do the thinking for us and the thinking for our young people and that raises huge challenges,” said Berry. Along with current concerns,


Berry highlighted interesting AI developments that go beyond lesson planning or assessment, including an AI tutoring trial for disadvantaged pupils. He urged delegates to explore both the medium and long-term implications of generative AI in the face of a changing employment market.


AI USE IN SCHOOLS First up was Oliver Large, policy advisor, Tony Blair Institute for Global Change (TBI) who ran through the current use of AI in schools, emerging challenges and his recommendations to scale safe and high quality AI in schools. “AI is already in our schools. It’s


not in some distant scenario, or in a pilot at the edge, it is in pupils’ pockets and in their homes, the question, therefore, and what we focus on at TBI, is whether we shape that change deliberatively or whether we let it happen by accident, unevenly, inequitably, and poorly.” Large took audiences through


some TBI research. Going through the headlines of their polling, he stated that pupils were not waiting for permission to use generative AI. “By the end of 2025, 80%


of secondary school pupils were using generative AI tools for their schoolwork, but this is


5


GUIDE TO INTERNATIONAL EDUCATION & SCHOOLS AI IN EDUCATION


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