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Craske, James 
ORCID: https://orcid.org/0000-0001-6096-0888, Priyadharshini, Esther ORCID: https://orcid.org/0000-0001-9509-2865, Gordon, John and Dyer, Harry ORCID: https://orcid.org/0000-0002-1629-730X
(2026)
The Use of Artificial Intelligence and EdTech in Education: Consultation response to the Education Committee.
UK Parliament.
Abstract
This consultation response is authored by academics at the University of East Anglia (The School of Education and Lifelong Learning). Our evidence draws primarily from two projects: a) ESRC-funded Enhancing Teacher Agency with Technology (ETAT), a project focused on investigating agency through EdTech-themed studies and informing a comprehensive model of teacher agency with technology. b) AHRC-funded Bridging Responsible AI Divides (BRAID), a project focused on understanding AI in the educational landscape and young people’s demands for responsible AI in education. We offer the Committee five recommendations, the context for which is laid out in more detail in our broader response to the terms of reference. 1) Use teachers’ professional knowledge and experience to shape policy. Teacher agency and technology are too often treated as discrete domains when, in practice, they are deeply intertwined in teaching and learning. We believe that AI and EdTech will not transform school-based education (equitably or effectively) if the technology is treated separately from teacher agency. Any policy seeking meaningful change will need to embed teacher judgement and autonomy. 2) Increase the emphasis on ‘responsibility’ in policy to strengthen professional judgement. Whether developing regulatory frameworks or addressing ethical and safeguarding considerations, government policy needs to evaluate AI/EdTech not just by its availability or promised efficiency, but also by how it strengthens professional judgement and whether it can be implemented equitably. 3) Orient policy towards governance that is shaped with Trusts, school leaders and teacher associations. Fundamentally, the government should think of AI in teaching as a professional and governance issue, not just a rollout issue. Without broader stakeholders in the planning, expectations and implementation, schools may fall back on role holders such as digital champions or a few enthusiastic individuals, placing disproportionate and unrealistic demands on them. National policy should consider setting a baseline expectation for staff training, alongside guidance that supports coherent local governance and shared responsibility for procurement and use. 4) Involve learners in communicating what they need to know and why it matters. Any programme of critical AI literacy as a curriculum offer must ensure that acquiring knowledge of opportunities and risks of AI empowers children and young people to make healthy and safe choices. The purpose of such learning must also be communicated to children and young people in a meaningful and relevant way. 5) Explicitly use learners to understand and shape their digital needs, rights and futures. Young people (like adults) are simultaneously savvy, susceptible and curious about rapidly evolving aspects of AI and EdTech. Policymakers can better harness their curiosity and experience to actively enhance children’s rights in this context of constant change.
| Item Type: | Other |
|---|---|
| Uncontrolled Keywords: | consultation response,ai,edtech,parliament |
| Faculty \ School: | Faculty of Social Sciences > School of Education and Lifelong Learning University of East Anglia Research Groups/Centres > Theme - ClimateUEA |
| UEA Research Groups: | Faculty of Social Sciences > Research Groups > Critical Cultural Studies In Education Faculty of Arts and Humanities > Research Groups > Gender and Its Intersections Faculty of Social Sciences > Research Groups > Language in Education Faculty of Social Sciences > Research Groups > Literacy and Development Group Faculty of Arts and Humanities > Research Groups > Media Equality Faculty of Arts and Humanities > Research Groups > Comics Studies Research Group |
| Related URLs: | |
| Depositing User: | LivePure Connector |
| Date Deposited: | 10 Jul 2026 14:09 |
| Last Modified: | 10 Jul 2026 14:09 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/103816 |
| DOI: |
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