School leaders announce joint response to AI advances

The Times has reported that school leaders have expressed concerns about the slow response of the government in addressing the dangers posed by artificial intelligence (AI) in education.

In a letter to The Times, a coalition of leaders from prominent schools in the country emphasises the urgent need for collaboration among schools to ensure that AI serves their best interests and those of their students, rather than the profit motives of large education technology companies. Led by Sir Anthony Seldon, head of Epsom College, the group also announced the establishment of a body dedicated to advising and safeguarding schools against the risks associated with AI.

The initiative has garnered support from Geoff Barton, head of the Association of School and College Leaders, as well as numerous heads of both private and state schools, including Helen Pike from Magdalen College School, James Dahl from Wellington College, and Alex Russell from the Bourne Education Trust.

Gillian Keegan, secretary of state for education, told a conference this month that AI would have the power to transform a teacher’s day-to-day work, taking out much of the “heavy lifting” by marking and producing lesson plans. However, school leaders’ have expressed concerns extending beyond AI’s potential to facilitate cheating, encompassing its impact on children’s mental and physical well-being and even the future of the teaching profession.

In their letter, they highlight the ‘bewildering’ pace of AI advancements and call for trustworthy guidance amid uncertainty. They express scepticism regarding the ability of large digital companies to self-regulate in the best interests of students, staff and schools; moreover, they lack confidence in the government’s ability or willingness to regulate effectively.

Sir Anthony Seldon, who authored a book on AI in 2017, identifies ‘infantilisation’ as the greatest threat facing teachers and students alike. He warns that AI, if not properly addressed, will undermine the challenging nature of learning and teaching, which are integral to personal and intellectual growth. He advocates for AI to primarily facilitate tasks that alleviate teachers’ burdens, allowing for increased interpersonal engagement, such as debates, lectures, group problem-solving activities, arts and drama.

A spokesperson for the Department for Education commented, “The education secretary has been clear about the government’s appetite to pursue the opportunities - and manage the risks - that exist in this space, and we have already published information to help schools do this. We continue to work with experts, including in education, to share and identify best practice.”