Education · 15 September 2026
AI in Education
For teachers, school leaders and MATs
At askKira, we provide GDPR-compliant, secure AI built specifically for UK schools. Developed with over 100 education experts and aligned with DfE, Ofsted and EEF guidance, askKira helps teachers, school leaders and MATs work smarter, reduce workload and make data-driven decisions with confidence.
This week's roundup brings you the latest AI developments that matter for UK education.
AI Policy in UK Schools
Schools Tell MPs They Are Desperate for Clearer AI Guidance
School leaders and teacher training experts told the Commons Education Select Committee this week that teachers are "desperate" for clearer direction on AI use. Witnesses criticised the DfE's current guidance as too "laissez-faire" and called for AI training to become a statutory entitlement for trainee and early career teachers.
Why it matters: Without statutory entitlements, UK schools and MATs are being left to navigate AI adoption in isolation, creating inconsistent practice and significant safeguarding risk across the system.
Read the source on GOV.UK →DfE Youth Advisory Panel Shares Initial Reflections on AI in Education
The Children's Commissioner has partnered with the DfE to launch a Youth Advisory Board gathering young people's perspectives on AI in schools. In their opening session, the panel raised both enthusiasm for AI-assisted learning and concerns around data privacy and career impact. The board will meet over the next 18 months to inform national policy.
Why it matters: UK policymakers are now drawing directly on pupil voice to shape AI guidance, meaning school leaders should ensure student perspectives are also being captured at a local level before national policy lands.
Read the source on GOV.UK →AI in Classrooms
Most Pupils Chose Not to Use AI When Given a Free Choice
New research surveying 3,100 young people found that nearly three-quarters opted not to use AI for a written task when given the opportunity. Of those who did engage, most preferred tools that asked questions and deepened thinking rather than generating ready-made answers. Critically, 73% of pupils could name specific human skills their teachers have that AI cannot replicate.
Why it matters: UK curriculum leaders should take confidence from this finding: pupils are not passively outsourcing their thinking, but they are asking for structured guidance that only 15% feel they have currently received.
Read the source on LNKD →Guardian Reviews Susskind's Case for Embracing AI in the Classroom
Daniel Susskind's new book asks parents and educators to engage actively with AI's educational potential rather than retreat from it. The Guardian's review, published this week, describes the argument as "refreshingly optimistic" and situates it within the broader debate about whether schools should lead or follow technological change.
Why it matters: As UK school leaders face pressure from governors and parents on both sides of the AI debate, Susskind's framing offers a constructive, evidence-grounded position worth sharing with your senior leadership team and governing body.
Read the source on The Guardian →AI Literacy and Equity
PISA 2025 Reveals a Growing AI Divide Across Schools
New PISA 2025 data published this week shows that pupils explicitly taught to critically evaluate AI output perform on a par with those who use no AI at all. However, that critical teaching is significantly more common in advantaged schools. The OECD has labelled the pattern a growing "AI divide."
Why it matters: For UK school leaders, particularly those leading schools in areas of higher deprivation or within mixed-attainment MATs, this is a direct equity challenge requiring deliberate, unequal investment in AI literacy provision rather than a blanket whole-school policy.
Read the source on LNKD →