AI News Monitor

Teachers in England can now use artificial intelligence to help grade assignments and draft letters to parents, according to new government guidance aimed at reducing workloads and improving efficiency in classrooms.

The Department for Education (DfE) has issued training materials advising educators to leverage AI for routine tasks, such as marking quizzes or composing administrative letters, while emphasizing the need for human oversight and transparency. The move, first reported by the BBC, is intended to free up teachers’ time for more meaningful interactions with students.

“We’re putting cutting-edge AI tools into the hands of our brilliant teachers to enhance how our children learn and develop,” said Education Secretary Bridget Phillipson. “This is about cutting unnecessary paperwork so educators can focus on inspiring teaching.”

The guidance clarifies that AI should only be used for “low-stakes” assessments, with teachers manually verifying results to avoid errors. It also provides examples of how AI could assist in drafting letters—such as notifying parents about a head lice outbreak—while maintaining a school’s tone and style.

However, concerns remain. Emma Darcy, an AI consultant for schools, warned of risks like fabricated information and data breaches. “You can’t outsource everything to AI,” she said. “Teachers have a moral responsibility to understand these tools, especially since students are already using them.”

School leaders welcomed the potential time savings but stressed unresolved challenges. Pepe Di’Iasio, general secretary of the Association of School and College Leaders, noted that tight budgets could hinder adoption. Meanwhile, Julia Adamson of BCS, the Chartered Institute for IT, called the guidance “an important step” but urged clearer rules on disclosing AI use to parents.

The devolved governments of Scotland, Wales, and Northern Ireland have also explored AI’s role in education, with Northern Ireland recently commissioning a study on its potential benefits.

As classrooms increasingly integrate technology, England’s approach reflects a cautious embrace—one that balances innovation with the irreplaceable value of a teacher’s judgment.