Three-quarters of leaders feel there is insufficient expertise in artificial intelligence in their schools or trusts, research shows.
Some 75 per cent of leaders said they did not agree that there was enough knowledge of AI in their organisation, according to a poll carried out by law firm Browne Jacobson, shared exclusively with Tes.
The survey comes after the Department for Education announced last month that it was developing new training and guidance for teachers and school leaders on how to use AI safely and confidently.
Only 54 per cent of school leaders told Browne Jacobson that they believe their organisation is ready to implement AI effectively.
Just 9 per cent said they have an agreed AI strategy but nearly a third reported that they have a strategy in development.
Concerns about AI in schools
The findings come from Browne Jacobson’s , which polled more than 200 leaders, including CEOs, executive headteachers, trustees and governors. The responses represent around 1,650 schools.
The poll also reveals that leaders are most concerned about malpractice and plagiarism when considering the use of AI in education (cited by 65 per cent of respondents).
Their next biggest concerns are having adequate training (62 per cent) and quality control (58 per cent).
Experts have previously voiced fears about the use of AI in coursework, which could place a “significant burden” on teachers.
A DfE report also suggests that teachers need guidance to help them identify and manage pupils’ use of AI and respond to cheating.
While almost half of leaders in the Browne Jacobson poll are at least slightly confident that concerns about AI can be managed effectively with appropriate mitigation, 22 per cent are not confident at all.
Half of school leaders are already using dedicated AI tools in educational settings but less than a quarter are using them on a regular basis, the research shows.
Around four in 10 respondents reported a positive experience with using AI because it helped to ease workload, speed up everyday tasks and personalise learning. Only 5 per cent provided negative feedback.
Reducing workload is one of the key objectives behind the DfE’s development of AI tools for teachers, which includes funding Oak National Academy’s new AI chatbot Aila.
AI to support pupils with SEND
A third of respondents said that AI could be most useful for assistive technologies to support children with special educational needs and disabilities (SEND).
The DfE announced last month that all new teachers will have to undergo mandatory training in how to effectively use assistive technology to support children with SEND.
A quarter of poll respondents suggested that AI could be most useful in improving assessment and feedback, and 13 per cent said it would be most beneficial in governance support and policy management.
ChatGPT was the AI tool most commonly cited by respondents, with other software including Gemini, Microsoft Copilot, Claude and TeachMateAI.
Bethany Paliga, senior associate specialising in data protection within the education team at Browne Jacobson, said: “The safe use of AI is among numerous competing priorities for education leaders. That’s why we’re urging schools and academy trusts to carefully consider which AI tools are used to ensure they properly consider compliance risks in order to use AI safely and effectively.
“Embracing AI in education is not just about staying ahead technologically. It’s about understanding the unique complexities and challenges that come with adopting new technology in a school environment.”
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