UK Department for Education examines generative AI in education

In a comprehensive response summary published on Dec. 11, the Department for Education (DfE) unveiled insights from its recent investigation into the utilization of generative AI tools within educational settings in England.

The 10-week-long Call for Evidence, initiated in June 2023, garnered 567 responses from a diverse array of contributors, including educational practitioners, AI experts, and stakeholders in the EdTech sector.

Subsequently, The DfE released a report summarizing its findings from the Call for Evidence on November 28, 2023.

Throughout the consultation period, the DfE received a total of 567 responses. Over 80 percent of these responses came from institutions or organizations within the UK, while the remaining submissions were divided among international entities, including the US, Hong Kong, India, and other countries.

Out of the 567 responses received, the DfE observed that the majority of them were from Academies (124) and Higher Education Institutions (83). Within this group, the predominant respondents were identified as teachers who had been early adopters of generative AI.

Additionally, the DfE acknowledged a portion of responses categorized as “Other,” encompassing contributions from diverse entities such as think tanks, charities, and non-profit organizations.

The report provides a summary of the input received from respondents, highlighting four main themes related to the adoption and utilization of generative AI in education:

• Experiences: Describes how generative AI is currently employed, the primary challenges faced, and the key benefits derived from its use.
  
  The report emphasized that a significant portion of respondents from educational institutions or organizations either (i) experimented with generative AI or (ii) integrated generative AI tools into their work environments.
  
  However, respondents, including teachers and students, commonly reported using generative AI tools that are readily accessible to the public, such as OpenAI’s ChatGPT, Google Bard, Canva, and DALL-E, as opposed to tools developed for specific educational purposes.
  
  Generative AI tools are reported to offer positive experiences in various aspects of education, including the creation of educational resources, lesson and curriculum planning, as well as assessment, marking, and feedback.

• Opportunities: Explores potential areas where generative AI could be further utilized to enhance education.

The experiences reported by respondents regarding the use of generative AI align closely with the current experiences of both teachers and students utilizing such technology.

Teachers perceive key opportunities in the use of generative AI, including the potential to free up time, enhance teaching and educational materials, and support professional development.

Students find value in generative AI through adaptive teaching methods, real-time feedback, improved assessment processes, and access to higher quality and engaging learning materials.

• Concerns and risks: Identifies the main apprehensions associated with the use of generative AI in education.

The report highlights various issues related to the use of generative AI tools across different educational sectors and stages, despite the general optimism toward their adoption.

A significant concern raised by the DfE is the potential for over-reliance on generative AI tools by teachers and students. This apprehension is underlined by fears that such tools may generate factually inaccurate information, perpetuate biases, and hinder students’ skill and knowledge development, ultimately diminishing the overall quality of teaching.

The report also identifies broader concerns, not exclusive to the education sector, related to data protection, privacy, security, and the safeguarding of users associated with the use of generative AI.

• Enabling use and future predictions: Examines expectations regarding the future deployment of generative AI in education and the support that the sector desires.
  

The DfE report highlights widespread optimism for the future impact of generative AI tools in education, envisioning a “transformational and profound” effect on the sector if adopted safely and effectively.

The report highlights a call for training on generative AI to support the growing implementation and adoption of such tools in the education sector.

The summary of the report indicates that the most requested training topics regarding generative AI in education include basic digital literacy, AI literacy, safe and ethical use of generative AI, alignment with good pedagogical practice, and the impact on students’ skills for an AI-enabled workforce.

The report notes a desire for generative AI use in education to be supported by additional regulations, clear boundaries, and rules addressing academic malpractice, safe and ethical use, and data privacy.

Bottomline

Teachers across primary, secondary, and tertiary education express in the report that the use of generative AI offers novel benefits, presenting opportunities to free up time, provide additional educational support, and offer adaptive methods for teaching and learning.

While responses express an optimistic view and an appetite for generative AI in education, concerns are prevalent regarding its use. Striking a balance between the benefits and risks will be crucial as the application of these models in education increases, ensuring a safe and secure use for both students and staff.