Artificial intelligence is making its way into UK classrooms in a variety of experimental forms, from remote teachers instructing lessons via video link to systems that automate grading and generate personalised digital feedback. While supporters say these technologies could help overworked staff and tailor learning to individual students, significant debate is emerging about the role AI should play in education.
At one school in Lancashire, teachers have introduced a remote maths instructor located hundreds of miles away to address staff shortages, prompting strikes and protests from educators who argue that screens cannot replace the human connection central to teaching. Many teachers and unions see this as a worrying precedent that could erode traditional classroom roles if expanded broadly.
Elsewhere, some UK academies are using AI to mark assessments and identify learning gaps, and are planning tools that produce personalised video feedback using digital “twins” of teachers. Proponents say this could free in‑person educators to focus on character building, leadership, and social skills, positioning AI as a supplement rather than a replacement for human interaction.
Despite these innovations, many parents and educators remain sceptical or opposed, citing concerns about safety, ethics, and over‑reliance on screens. The debate highlights broader fears about the potential loss of emotional connection, developmental impacts on students’ social skills, and the risks of simply substituting technology for human teaching.
