AI in Education – Disruption or Opportunity?
As we know AI (Artificial Intelligence) is increasingly embedded into our everyday lives, and education is no exception. From homework helpers to classroom applications that translate, adapt, or assess content in real time, AI is quietly transforming how we learn and teach.
In our Tech Chat Tuesday member kōrero last month we explored the implications of AI in education. The discussion reflected both curiosity and concern, optimism and caution—a mirror of what’s happening in classrooms, universities, and households everywhere.
What’s Changing: The Many Faces of AI in Education
AI isn’t just about generating essays. It’s already supporting educators and learners in five key ways, as outlined in UNESCO’s Guidance for Generative AI in Education and Research (2023):
Personalised learning – Tools like SquirrelAI and Knewton Alta adjust content to suit different learning speeds and styles.
Administrative automation – Teachers are using AI to reduce workload by automating marking, report writing, scheduling and more.
Accessibility – AI is helping students with disabilities and language barriers through real-time transcription, summarisation, and translation.
Content creation – Both educators and students use AI to develop learning materials, quizzes, and presentations.
Surveillance and assessment – Tools designed to detect AI-assisted cheating are on the rise, posing ethical and equity concerns.
This shift is already visible. According to the Stanford 2024 AI Index Report, the education sector is among the fastest adopters of generative AI tools globally, with uptake in both formal and informal learning settings accelerating post-2023.
The Promise: Levelling the Field and Reimagining Engagement
Many educators see AI as an enabler—particularly when it comes to improving equity.
At our member meetup one secondary school teacher shared:
“Real-time translation tools have helped some of our ESOL students participate in class discussions for the first time.”
Others described how generative tools helped struggling learners articulate complex ideas or brainstorm solutions more confidently. These anecdotes are supported by international research. A pilot study (again from Stanford) found that students using AI writing support tools showed increased confidence and productivity—especially when teachers provided clear guidance on appropriate use.
There’s a parallel here with the introduction of calculators in schools. As one member summarised:
“When scientific calculators were first introduced using them felt like cheating. Then we realised it freed up cognitive space for higher-level thinking.”
The Caution: Shortcuts, Skills Erosion, and Uneven Access
But the risks today are real—and immediate.
Some educators are expressing concern that students are using ChatGPT or similar tools to bypass learning entirely. Assignments that look polished on the surface often lacked depth of understanding. One member remarked:
“We’re seeing beautifully written essays, but when we ask students to explain them—they can’t.”
The UK Department for Education has raised similar concerns, warning that over-reliance on AI tools may erode essential literacy and critical thinking skills without strong frameworks in place to guide usage.
There’s also the issue of digital equity. AI-powered learning assumes access to devices, internet connectivity, and skills, not to mention of the learner is tamariki (young) then supportive adults are also required. Upshot is resources are not evenly distributed across all communities. As UNESCO points out, AI in education “risks reinforcing existing inequalities if deployed without deliberate inclusion strategies”.
Redesign, Don’t Resist
Our member discussion didn’t call for banning AI—it called for rethinking how education works alongside it.
Key takeaways included:
Upskilling educators: Teachers need training and time to understand and integrate AI thoughtfully—not just new rules to follow.
Reimagining assessment: Traditional essay-based testing may no longer reflect actual learning outcomes in this modern context.
Teaching digital literacy and ethics: Students need to understand AI's strengths, limitations, and biases along with other core digital literacy skills.
Ensuring access: AI tools must be rolled out with infrastructure support and equity front of mind.
As one participant summarised:
“The question isn’t whether students should use AI—it’s whether they understand how and when to use it well.”
Resources to Explore
Stanford 2024 AI Index Report – Global trends and sector analysis on AI adoption
UNESCO Guidance on Generative AI in Education and Research (2023) – Policy recommendations for equitable and responsible use
OECD Education 2030 Project – Future-ready competencies and system reform
Stanford Teaching Commons AI Guide – Practical guidance for educators
UK DfE: Generative AI in Education (2023) – Government guidance on responsible AI integration in schools
Ministry of Education Guidance on AI - NZ government guidance on the use of AI in schools.
Final Thought
AI in education is not a binary choice between embrace or exclude—it’s an inflection point. Done well, it could make learning more accessible, more inclusive, and more engaging. Done poorly, it risks widening gaps and undermining core skills. Now is the time for educators, policymakers, technologists, and learners to co-design the next era of education—one that understands AI not as a threat, but as a tool we must learn to use wisely.
