UK – The UK’s National Education Union released a survey on Thursday, which revealed that majority of secondary school teachers in England believe that students’ critical thinking skills have declined with the growing use of artificial intelligence.

The survey, based on responses from more than 9,000 teachers in English state schools, found that 66% of secondary teachers believe pupils’ critical thinking has worsened with AI use, compared with 28% in primary schools.

At the same time, AI adoption among teachers is rising rapidly, with 76% saying they now use such tools in their daily work, up from 53% a year earlier. Teachers most commonly use AI for creating resources, lesson planning, and administrative tasks, while only a small minority rely on it for marking.

Despite the increase in usage, many schools lack formal guidance. Nearly half of respondents said their schools have no policy on AI use for staff or students, while two-thirds reported no specific rules governing student use.

The survey also found limited support for government plans to introduce AI tutors for disadvantaged students, with just 14% of teachers backing the proposal and nearly half opposing it.

Teachers raised concerns about misuse of the technology, including cheating and overreliance by students.

“Students are losing core skills – thinking, creativity, writing, even how to have a conversation,” one respondent said.

Daniel Kebede, general secretary of the National Education Union, said the findings highlight risks if AI is not properly managed in education.

“Students must be able to think for themselves. This is at the heart of learning, but our survey shows a reliance on AI is having an effect on students’ ability to think critically,” he said.

Kebede added that, while AI can support teaching, it must be introduced with proper regulation and supervision.

“AI will only improve learning and support teachers in their role if implemented correctly, within a vision of a highly skilled profession,” he said.

The survey was conducted in February and reflects what the union described as the rapid expansion of AI in schools, alongside gaps in policy and education.