1.1b. What does high-quality AI or technology-supported teaching and assessment look like, and how are practices evolving in response to AI?
Background
The rapid integration of AI and digital tools into learning and care environments offers opportunities for personalised support and innovation, but it also raises questions about safety and ethics, and the reliability of information. At the same time, online harms, from misinformation to reinforcing stereotypes, are prevalent. This underscores the need for robust digital literacy skills that allows learners to navigate digital spaces safely. It is essential to understand how these factors interact, and their implications for teaching, learning and safeguarding, to make sure that education and care systems prepare children and young people for a digital future while protecting their wellbeing.
AI is beginning to influence practice across schools, further education and skills, early years, and social care settings. It offers potential benefits such as personalised learning, administrative efficiency, and enhanced safeguarding. However, we need to understand more about how education providers and social care settings are using AI, and what factors enable or hinder its effective implementation.
Next steps
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