England’s education sector is stepping into the future—teachers have officially been given permission to utilise artificial intelligence (AI) for routine tasks like marking homework and drafting letters home. This marks the Department for Education’s (DfE) first formal guidance on AI use in schools, aiming to lighten administrative burdens and empower educators to focus on what matters most—the students .
Administrative Relief or Ethical Tightrope?
The guidance encourages teachers to use AI for low-stakes marking (such as quizzes and homework) and composing standard communications—for example, letters about head-lice outbreaks—while requiring manual checks to correct errors or hallucinations . Education Secretary Bridget Phillipson emphasised that AI adoption is about “cutting workloads” so teachers can deliver more inspiring, personalised lessons .
Yet, transparency remains key. Schools must enact clear policies, mandating that teachers disclose AI usage and incorporate manual verification into the workflow. Tools must be approved, and teachers should receive training to detect deepfakes or misinformation . The Chartered Institute for IT (BCS) applauded the move but urged clarity around ethical disclosure and accuracy .
Mixed Reactions from the Field
Many educators and administrators welcomed the guidance for its potential to alleviate the long hours spent on admin. Pepe Di’Iasio from ASCL highlighted its potential to improve staff retention, though stressed that schools need funding to implement AI tools effectively . Secondary school leader Emma Darcy called on teachers to embrace AI responsibly, pointing to risks such as data breaches and AI-generated inaccuracies .
Evidence-Based Adoption
This aligns with emerging evidence that AI can help reduce teacher workload. A recent trial by the Education Endowment Foundation found that using ChatGPT for lesson planning cut prep time by about 31% . Such findings bolster the DfE’s position that time saved through AI should be reinvested in student engagement and wellbeing.
Conclusion
England’s new AI guidelines represent a significant step in modernising education. By entrusting AI with routine duties and enforcing transparency and verification, the DfE hopes to free teachers for more teaching, not less. The success of this initiative hinges on proper implementation—clear policies, trained staff, funding, and ethical oversight. If done right, AI could strike a powerful balance between efficiency and excellence in education.
What do you think—will AI in schools help or hinder teachers? Drop a comment below!
