Education
WHEN AI
ANXIETY MEETS THE CLASSROOM
Epson’s European EdTech lead, Dr Sarah Henkelmann Hillebrand, unpacks why student unease around AI is less a threat and more a turning point, and what it demands from the tools designed to support learning.
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Dr Sarah Henkelmann Hillebrand, Epson’s European EdTech lead
cross the UK and Europe, schools are grappling with a pressing question: are students truly being equipped with the
skills they need for a future shaped by artificial intelligence? New research commissioned by Epson suggests
many teachers are not convinced. Two in five UK teachers say schools are not equipping students with the skills needed for an AI-driven future. Across Europe, 58 per cent believe the education system does not know how to prepare students for a job market that will look very different from previous generations. As AI becomes embedded across industries,
employers are placing increasing emphasis on analytical thinking, adaptability, resilience and problem-solving. If schools are struggling to cultivate those capabilities, technology strategy inevitably comes under scrutiny. Tat scrutiny is beginning to influence how
education leaders think about investment — and for the channel, that shiſt matters.
The skills gap is reshaping classroom priorities Teachers are clear about which skills will define success in an AI-dominated workforce. Sixty-four per cent across Europe identify critical thinking as the most important capability students will need in today’s jobs. Yet, fiſty-six per cent of European
28 | March/April 2026
teachers say students’ critical thinking abilities have declined in recent years, while seventy-nine per cent report seeing no improvement at all. Tis perceived disconnect between workforce
needs and classroom outcomes is prompting reflection at the leadership level. If students are not developing higher-order skills, schools must ask whether their current technology environments are delivering the right outcomes. For more than a decade, edtech investment
has been driven largely by device access. Laptops and tablets have transformed digital inclusion and supported remote learning at scale. Tat infrastructure remains foundational. However, there is growing recognition that simply increasing screen time does not automatically translate into deeper learning. Education leaders are now asking whether
the current technology actively supports the development of future-ready skills, or does it simply digitise traditional delivery?
From quantity of devices to quality of experience We have previously been warned that passive or excessive screen exposure can undermine attention and literacy, particularly among younger learners. Te issue, therefore, is not whether technology should be present in classrooms, but how it is used.
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