Teenagers across the UK are embracing the potential of artificial intelligence in education, but new research suggests many remain uncertain about how and when it should be used for schoolwork.
Research published by Oxford University Press (OUP) has revealed significant confusion among young people over what constitutes acceptable AI use, with students calling for clearer guidance from schools and teachers.
The study, which surveyed more than 3,100 young people aged 13 to 18 across the UK and included additional qualitative research involving more than 700 students, found that only 44% believe it is cheating to use AI to complete all of their homework. At the same time, almost one in five students consider it cheating simply to ask an AI tool for homework tips.
Despite the growing presence of AI in everyday life, only 15% of students said they had received enough guidance from their schools about how to use the technology responsibly.
Students reluctant to rely on AI by default
While AI tools continue to attract attention in education, the research suggests most teenagers are not turning to them automatically when completing schoolwork.
As part of the study, students were offered the opportunity to use a generative AI tool during a written task. Nearly three-quarters (72%) chose not to use it, while fewer than a quarter of students without access said they would have wanted to use AI if it had been available.
Many participants said they preferred to express their own views and ideas rather than rely on content generated by artificial intelligence.
The findings were reflected in wider survey results, which showed only 24% of students regularly seek out AI tools for homework. Meanwhile, 34% said they only use AI when it is recommended by their teachers, compared with just 13% who are influenced by friends.
Teachers remain highly valued
Although students are increasingly comfortable with AI, the research highlights the continued importance of teachers in the learning experience.
More than three-quarters of respondents (77%) said they would like teachers to use AI tools within lessons, particularly to help explain complex topics and support lesson planning.
However, students also identified qualities they believe AI cannot replicate. Nearly three-quarters (73%) pointed to skills such as empathy, understanding, personal connection and the ability to relate to students as strengths unique to teachers.
Dr Alexandra Tomescu, Head of Product AI at OUP, said the findings demonstrated that young people have a nuanced understanding of the technology.
She said: “Whilst the research highlights that the appropriate use of AI is still a grey area for students, it’s reassuring to see young people’s sophisticated attitude towards AI.
“Despite being excited about its impact on their education, they still inherently value the role of their teachers and look to school for guidance.”
Optimism outweighs concern
The study also found students are generally positive about AI’s future role in education.
Four in ten respondents (39%) said they were more excited than worried about the impact AI could have on their learning, compared with just 16% who felt more concerned than optimistic.
When asked how AI could best support learning, students favoured tools that encourage understanding rather than simply provide answers. The most popular features were AI systems that suggest tasks to improve understanding (44%) and those that ask questions to help students reach conclusions independently (41%).
Only around one in five said they would prefer an AI tool that simply provides the answer immediately.
One teacher involved in the research said discussions with students revealed that many already use generative AI regularly but generally see it as a tool to support learning rather than replace effort and critical thinking.
New AI tool launched for teachers
Alongside the research, OUP has announced the trial of a new AI-powered planning tool called Plan Assist.
The tool is designed to help teachers create personalised educational resources using trusted Oxford content, including lesson plans, glossaries and flashcards. Initially, Plan Assist will be available through OUP’s Kerboodle platform for AQA GCSE Sciences and AQA GCSE French, with wider rollout planned following feedback from teachers.
The publisher has also updated its online AI guidance resources and released a new report exploring how both students and teachers are navigating the opportunities and challenges presented by artificial intelligence in education.
The findings suggest that while AI is becoming an increasingly important part of the educational landscape, students are looking to schools and teachers to help define the boundaries of its responsible use.
