Pupils in England may be losing essential thinking and learning skills due to the growing use of artificial intelligence, according to a new survey of teachers.
The poll, conducted by the National Education Union, found that two-thirds of secondary school teachers have observed a decline in students’ critical thinking abilities, alongside reduced confidence in writing and spelling.
Teachers warned that reliance on AI tools and voice-to-text technology is undermining fundamental learning skills. One respondent said: “Students are losing core skills – thinking, creativity, writing, even how to have a conversation.”
Another added: “AI is destroying what ‘learning’ – problem-solving, critical thinking and collaborative effort – is.”
A third teacher noted: “Children no longer feel the need to spell as voice-to-text replaces knowledge.”
The findings come as the UK government pushes forward with plans to introduce AI-powered tutoring tools in schools, aimed at supporting up to 450,000 disadvantaged pupils.
Bridget Phillipson has previously defended the initiative, saying: “AI tutoring tools have the potential to transform access to tailored support for young people, taking tutoring from a privilege of the lucky few, to every child who needs it – so all children can achieve and thrive.”
However, the survey suggests significant resistance within the profession. Nearly half (49 per cent) of the 9,000 teachers polled opposed the plans, while only 14 per cent expressed support.
Many teachers fear AI could be used to reduce costs rather than improve education. One respondent said: “Students who need tutors often need more than academic support. AI will not give them that.”
Another added: “Students will not be motivated by an AI tutor.”
Despite concerns, the use of AI among teachers themselves is rising rapidly. Around 76 per cent reported using AI in their daily work, up from 53 per cent the previous year.
Most commonly, AI is used to create teaching resources (61 per cent), plan lessons (41 per cent) and handle administrative tasks (38 per cent). Only a small proportion, 7 per cent, use it for marking.
However, many schools lack clear guidance. Nearly half (49 per cent) have no formal policies governing AI use, and 66 per cent have no specific rules for students.
One teacher warned: “Staff are not trained to use it properly, but are using it and it’s producing sub-standard slop.”
Daniel Kebede, general secretary of the National Education Union, said: “Students must be able to think for themselves. This is at the heart of learning, but our survey shows a reliance on AI is having an effect on students’ ability to think critically.”
He added that the profession remains sceptical about AI tutoring, warning: “The government is taking a risk in rolling out AI tutoring before its impacts are properly understood.”
The government has defended its approach, stating that AI should complement, not replace, traditional learning. A spokesperson said: “No technology should replace the foundations of core knowledge and disciplinary thinking that prepares pupils for later life.”
They added that schools must also prepare students for a digital future, with AI used “safely, critically and responsibly”.