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Could embracing AI in education be the key to reducing workload for teachers?

7th February 2025

The topic of AI in education has been bubbling away for the last few years. But for many teachers, it has felt far enough removed from their day-to-day reality in the classroom that they haven’t needed to give it serious consideration – until recently.

Current adoption of AI in UK schools

Over the past year, the use of generative AI by teachers has rapidly increased. Generative AI includes algorithms and programmes which can generate content in response to a user’s text input. According to TeacherTapp, 57% of teachers in 2024 use tools such as ChatGPT for school work – an increase from 35% in 2023. However, only 11% of teachers have ever used AI tools during a lesson.

On the other hand, students are much more tech-savvy, and a majority are actively using generative AI. An Ofcom survey conducted at the end of 2023 found that My AI was already being used by 72% of 13 to 17-year-olds – as well as a third of junior school-aged pupils.

The potential of AI for workload reduction

A recent trial of using ChatGPT to support lesson and resource preparation in Key Stage 3 Science found that lesson planning time could be reduced by as much as 31% (Education Endowment Fund, 2024). Importantly, the lesson plans produced by both the trial group and the control group had “no noticeable difference” in quality.

However, it is worth noting that teachers most effectively used ChatGPT for lesson planning in conjunction with a guide. This emphasises how important it is for AI to be implemented in a controlled and strategic way.

A project backed by the Government is currently underway to develop AI tools for feedback and marking. One example of the potential application of these AI tools for maths is identifying common errors that students make in answering equations, helping to identify areas of focus with ease. It is estimated that these tools could save time spent on formative assessment by up to 50%.

Attitudes towards AI in education

As AI adoption grows, there is a continuing shift in the perception of AI amongst educators. The current consensus within education is that whilst there are clear emerging opportunities for AI usage, there is ongoing concern and scepticism surrounding pupils’ direct interaction with AI tools in the classroom.

This hesitance is, to an extent, aggravated by the emergence of more radical AI trials within education, such as the UK’s first ‘teacherless’ AI classroom in London. However, it is evident from current education policy that England-wide AI considerations will be rooted in increasing efficiencies for teachers rather than any kind of substitution.

Limitations of AI and risk considerations

  • Rushing to jump on the AI bandwagon – Whilst it does look likely that AI is here to stay, it can be detrimental to staff and students alike to implement AI without a school-wide policy on its use. This can lead to inconsistencies in quality, as well as tasks taking longer than usual due to improper implementation or usage.
  • Potential to exacerbate tech-driven inequality – Though many AI tools online are free to access, higher-quality and more accurate versions of these tools are generally available on a subscription basis. Data from TeacherTapp shows that AI adoption is far greater amongst independent schools, as well as schools with an ‘Outstanding’ Ofsted rating.
  • Students’ potential to abuse generative AI – Where teachers begin using AI tools more visibly in the classroom, students may also feel more empowered or permitted to use AI for their work. If no guidelines are put in place, this could lead to over-reliance or abuse of generative AI.

It is clear that there is significant potential for workload reduction through embracing generative AI outside the classroom. But as adoption continues to grow, policy and guideline creation will be crucial to ensure that AI empowers teachers to do what they do best: teach.