1.4d. What regulatory frameworks and codes of practice currently guide the use of AI and technology in education, childcare and children’s social care? Where are the gaps in ensuring safe, ethical and effective implementation?

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

Get in touch with [email protected]

Related UKRI funded projects

Similar ARIs from other organisations

Technology: ensuring safety • What are the best ways to ensure that AI and other digital technology are used safely, ethically, and in ways that protect the data and interests of children, our workforce, and bodies? What forms of collaborative working, regulation and enforcement may be appropriate? Department for Education, 2025
Full details