Generative >AI is one type of AI. It refers to technology that can be used to create new content based on large volumes of data that models have been trained on a variety of sources.

ChatGPT, Microsoft Copilot and Google Gemini are generative AI tools, built on large language models (LLMs). LLMs are a category of foundation models trained on large amounts of data, enabling them to understand and generate human-like content.

Tools such as ChatGPT, Microsoft Copilot and Google Gemini can:

• answer questions
• complete written tasks
• generate images, text or code
• respond to prompts in a human-like way

Other forms of generative AI can produce:

• audio
• simulations
• videos

AI is the defining technology of our age, and it is evolving at incredible speed. This technology has the potential to benefit the economy and meet societal challenges. This is not new, and we already use AI in everyday life for:

• email spam filtering
• media recommendation systems
• navigation apps
• online chatbots

Advances in technology mean that we can now use these tools to produce AI-generated content. This creates opportunities and challenges for the education sector.

We have limited evidence on the impact of AI use in education on learners’ development, the relationship of AI use and educational outcomes, and the safety implications of children and young people using this technology in the classroom.

We are working with the education sector, educational technology (edtech) industry, experts and academics to build evidence and support the education sector to use AI safely, responsibly and effectively.

From our research and engagement with the sector, we have learned that generative AI could be used for:

• creating educational resources
• lesson and curriculum planning
• tailored feedback and revision activities
• administrative tasks
• supporting personalised learning

When used appropriately, generative AI has the potential to:

• reduce workload across the education sector
• free up teachers’ time, allowing them to focus on delivering excellent teaching

However, the content produced by generative AI could be:

• inaccurate
• inappropriate or unsafe
• biased
• taken out of context
• taken without permission (intellectual property infringement)
• out of date or unreliable
• low quality

This is because generative AI:

• returns results based on its training dataset, which may not be specific to our curriculum
• stores and learns from input data – any data entered should not contain information that could allow an individual to be identified
• may not provide results that are comparable with a human-designed resource developed in the context of our curriculum
• can generate believable content, including credible scam emails
• can provide instructions for illegal or harmful activities
• can produce nonsensical, inaccurate or false information presented as fact, known as hallucination

We see more immediate benefits and fewer risks from teacher-facing use of generative AI.

If schools and colleges choose to use pupil-facing generative AI, they must take great care to ensure they are abiding by their legal responsibilities, including those related to:

• data protection
• keeping children safe in education
• intellectual property law

They should also consider possible impacts on learning, the importance of the teacher-learner relationship, and the risks of bias and misinformation.

Teachers, leaders and staff must use their professional judgement when using these tools. Any content produced requires critical judgement to check for appropriateness and accuracy. The quality and content of any final documents remains the responsibility of the professional who produced it and the organisation they belong to, regardless of the tools or resources used.

Generative >AI tools can make certain written tasks quicker and easier, but it cannot replace the judgement and deep subject knowledge of a human expert.

The education sector should:

• make the most of the opportunities that technology provides
• use technology safely and effectively to deliver excellent education that prepares pupils and students to contribute to society and the future workplace
• be aware of the limitations and risks of this technology

Technology, including generative AI, should not replace the valuable relationship between teachers and pupils.

The Department for Education (DfE) is committed to supporting the AI Opportunities Action Plan. Generative artificial intelligence (AI) presents exciting opportunities to improve people’s lives, including by making our public services better. AI will support with the delivery of the Plan for Change and our opportunity mission.

If used safely, effectively and with the right infrastructure in place, AI can support every child and young person, regardless of their background, to achieve at school and college and develop the knowledge and skills they need for life.  

Using AI in education settings: support materials provides free online support to help with the safe and effective use of AI in education.  

AI has the power to transform education by helping teachers focus on what they do best: teaching. This marks a shift in how we use technology to enhance lives and tap into the vast potential of AI in our classrooms.

To make the opportunity a reality, we will continue to explore this technology safely to encourage innovation and maximise the benefits for education.

Generative AI has demonstrated that it can help the education workforce by reducing some of the administrative burdens that hard-working teachers, staff and school leaders face in their day-to-day roles.

Research demonstrates that generative AI could also be used for tasks such as feedback and tailored support in schools.

Evidence is still emerging on the benefits and risks of pupils and students using generative AI themselves. We will continue to work with the education sector to develop understanding of effective and safe use cases.

We will:

• consider the risks and challenges alongside the opportunities and benefits
• continue to work to ensure the safety and reliability of technology, including AI tools, to support teachers and learners
• address the fundamental barriers to effective use, such as connectivity

This statement is informed by:

• Generative artificial intelligence in education: call for evidence
• Generative AI in education: educator and expert views
• Use cases for generative AI in education: user research and technical report
• Research on parent and pupil attitudes towards the use of AI in education