State schools are falling behind private schools in adopting artificial intelligence (AI), a survey has suggested.
Independent schools and those in wealthier areas are likely to have greater access to resources and can afford to invest in more sophisticated AI solutions, according to a Sutton Trust report.
The charity is calling on the government to tackle the “digital divide” among pupils to improve their access to the benefits of AI.
The poll of more than 10,000 teachers across England suggests private school teachers are more than twice as likely to have received formal AI training than state school peers (45 per cent compared with 21 per cent).
Private schools are “ahead of the game” on setting AI policies, dedicating staff to oversee its use and providing staff training and resources compared with state schools, the report finds.
School-wide AI staff strategy
The poll, carried out by Teacher Tapp between 3-14 April, shows 17 per cent of state school teachers do not use AI at all, compared with only 8 per cent of private school teachers.
Private schools are also three times more likely to have a clear school-wide staff strategy on using AI than state schools (27 per cent compared with 9 per cent).
Some 24 per cent of state school teachers say they are not at all confident using AI tools in their role, compared with just 15 per cent of private school teachers.
According to the poll, private school teachers are also more likely than their state school peers to use AI for a number of tasks - including writing pupil reports (29 per cent compared with 11 per cent), communicating with parents (19 per cent compared with 11 per cent) and marking (12 per cent compared with 7 per cent).
The survey also reveals gaps within the state sector; teachers in schools with the most affluent intakes were more likely to report having had formal AI training than those with the least affluent intakes (26 per cent compared with 18 per cent).
Monitoring AI inequalities
The Sutton Trust is calling on the government to closely monitor any inequalities in access and use of AI between schools.
The report states: “Private schools or those in wealthier areas are likely to have greater access to resources, and therefore be able to afford to invest both time and money in more sophisticated AI solutions.
“Action is urgently needed by government to ensure that AI acts as a gap-closer, rather than a further factor that exacerbates the already growing attainment gap between poorer students and their better-off peers.”
Nick Harrison, chief executive of the Sutton Trust, said: “This is a crucial time in integrating AI tools into teaching, yet private schools and some of the most affluent state schools are already forging ahead in a sort of digital Wild West.
“If this isn’t quickly tackled head-on, schools serving the most disadvantaged pupils risk falling further behind. The type of school you go to shouldn’t determine your chances of benefiting from AI in education.”
‘Sustained and strategic’ investment needed
Julie McCulloch, director of strategy and policy at the Association of School and College Leaders, said: “We cannot afford to have AI technology in education descend into yet another example of haves and have-nots.
“We recognise that the government is taking some steps to support the sector with the development of AI, but schools are battling against the twin problems of funding and staffing crises, which leave many overwhelmed.
“We need to see a much more sustained and strategic investment in schools and colleges, which gives them time to breathe and allows them to harness the potential benefits of this technology.”
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