Pupils’ ability to learn could be damaged by becoming too reliant on generative artificial intelligence tools, according to a new report by a former Department for Education adviser.
In a paper for the Social Market Foundation, Tom Richmond warns that an expansion in the use of AI could lead to a “cognitive collapse” in which standards fall because pupils and teachers are no longer thinking as hard about the tasks they must complete.
And he raises a concern that recent government guidance to schools on using AI “pays too little attention to its effect on learning”.
The SMF paper highlights research evidence on the effect of generative AI tools on pupils’ ability to learn.
This includes a study of 666 participants that identified “a significant negative correlation between frequent AI tool usage and critical thinking abilities” and concluded that the use of AI “may inadvertently diminish users’ engagement in deep, reflective thinking processes”.
‘Metacognitive laziness’
A separate randomised experimental study of 117 pupils found that AI tools could improve short-term performance, but may also “promote learners’ dependence on technology and potentially trigger metacognitive ‘lԱ’ĝ.
Mr Richmond, a senior fellow at the SMF, has urged the government to review its guidance for schools on the use of AI in light of these research findings.
He said: “AI could play an important role in the future of education but it is very concerning that the impact of AI on learning has had little attention from government at a time when teachers and leaders are being encouraged by the Department for Education to make greater use of tools such as ChatGPT.
“The evidence suggests that an expansion of AI in schools and colleges without sufficient care and attention could result in a drop in standards due to both pupils and teachers no longer thinking hard about the tasks they must complete. Worse still, younger and lower-attaining pupils appear to be the most vulnerable to the effects of AI.”
In June the DfE launched in England on how teachers can use generative AI safely.
It said that using AI can cut down administrative tasks, such as writing letters and reports and planning lessons, and will allow teachers more time to work with pupils.
But the guidance, published alongside , also calls on teachers to always check outputs generated by AI for “accuracy” and it insists that personal data should be protected.
In 2024 a DfE report said that teachers need guidance to help them identify and manage pupils’ use of AI and respond to cheating.
A DfE spokesperson said: ”AI has transformative potential across education and it’s vital we harness its benefits to deliver our Plan for Change, ensuring high and rising standards for pupils and less time on burdensome admin for teachers.
“Generative AI presents exciting opportunities to improve education, but we recognise that its use must be carefully managed to protect learning and uphold high standards.
“In June, we published guidance shaped by the latest evidence, which advises using pupil-facing AI tools with caution and provides support for teachers on how AI can be used safely and responsibly in schools and colleges, with a strong emphasis on academic integrity, 51, and legal compliance.”
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