Question group

AI, online harms and digital literacy

Questions in this group:

AI, online harms and digital literacy 1.5c. How are families and social workers supporting children to use technology safely? To what extent are families and social workers aware of the associated benefits and risks? Ofsted, 2026

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AI, online harms and digital literacy 1.5b. How are children in early years settings using technology? How are its benefits and risks monitored and managed? Ofsted, 2026

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AI, online harms and digital literacy 1.5a. What are the challenges to introducing digital technologies in education settings, including young offender institutions and prisons? Ofsted, 2026

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AI, online harms and digital literacy 1.4e. What clarity and guidance are needed to define acceptable and unacceptable AI/technology practices? How can providers avoid unethical uses? Ofsted, 2026

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AI, online harms and digital literacy 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? Ofsted, 2026

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AI, online harms and digital literacy 1.4c. How can training programmes equip teachers to integrate AI and technology without diminishing problem-solving and critical thinking skills? How do providers ensure guidance keeps pace with rapid technological change? Ofsted, 2026

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AI, online harms and digital literacy 1.4b. To what extent, and how, do initial teacher education (ITE) programmes and professional development courses prepare teachers to use AI and other technology effectively? Are teacher trainers confident and knowledgeable enough about AI and technology? Ofsted, 2026

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AI, online harms and digital literacy 1.4a. In managing the risks of AI, what does effective governance and continuing professional development for teachers and practitioners look like? Ofsted, 2026

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AI, online harms and digital literacy 1,3c, How are providers and settings ensuring the safe and ethical use of AI, particularly for individuals who may be at greater risk of harm or bias? Ofsted, 2026

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AI, online harms and digital literacy 1.3b. What risks and ethical considerations arise from AI and technology use in education, childcare and children’s social care? These may include bias, stereotyping, data privacy, intellectual property rights and safeguarding. Ofsted, 2026

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AI, online harms and digital literacy 1.3a. Are there particular groups of children and young people who are more vulnerable to online harms, including those linked to AI? How are education and care settings supporting them to stay safe? Ofsted, 2026

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AI, online harms and digital literacy 1.2d. How are AI and technology affecting workforce sustainability, including workload and retention? Ofsted, 2026

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AI, online harms and digital literacy 1.2c. How does AI use shape learners’ career aspirations and choices? Ofsted, 2026

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AI, online harms and digital literacy 1.2b. How does using AI and other technology influence cognitive and socioemotional development? This may include problem-solving, critical thinking, knowledge retention, resilience, and forming and maintaining relationships. Ofsted, 2026

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AI, online harms and digital literacy 1.2a. Does the use of AI and other technology in education widen or narrow gaps between advantaged and disadvantaged learners (for example digital poverty or language barriers)? What impact is this having on educational outcomes? Ofsted, 2026

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AI, online harms and digital literacy 1.1d. How are local authorities and children’s social care providers using AI to reduce workload, enhance practice, and improve the quality of support for children and families across different regions? Ofsted, 2026

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AI, online harms and digital literacy 1.1c. How is AI being used to enable personalised and adaptive learning for children, young people and learners with SEND? How effective are AI tools in supporting independent learning? Ofsted, 2026

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AI, online harms and digital literacy 1.1b. What does high-quality AI or technology-supported teaching and assessment look like, and how are practices evolving in response to AI? Ofsted, 2026

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AI, online harms and digital literacy 1.1a. How are AI and technology being used to support teaching and learning across all education settings? Ofsted, 2026

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