How AI and EdTech is reshaping classrooms

With national trials of classroom technology and a new parliamentary inquiry exploring the opportunities and risks of AI in education, the sector is entering a pivotal moment in how technology shapes teaching, learning and assessment

Artificial intelligence and education technology are rapidly reshaping classrooms across the UK, prompting both government investment and widespread changes in teaching practice. From new national trials of classroom technology to teachers redesigning assignments around generative AI, the sector is entering a period of rapid experimentation that could redefine how learning is delivered and assessed.

The government is investing £23 million to expand its EdTech Testbed, announced by Education Secretary Bridget Phillipson at the Bett UK Conference 2026. The funding will transform the existing pilot into a four-year programme that recruits schools and colleges across the country to test emerging education technologies, including AI-powered tools, directly in classrooms.

The aim is to move beyond hype and build an evidence base about what works. Schools participating in the programme will trial new digital tools while researchers track how the technology performs, how it affects teacher workload, and whether it improves outcomes for pupils. Phillipson said the initiative is designed to generate “genuine evidence” about the role technology can play in teaching and learning. 

Digital products to support pupils

While much of the public debate around EdTech has focused on artificial intelligence, the government has emphasised that innovation in education technology extends far beyond generative tools. Phillipson highlighted the growing range of digital products designed to support pupils with special educational needs, noting that assistive technologies can be fundamental to learning rather than simply a helpful addition. The expanded testbed will explore new ways to bring such technologies into everyday classroom practice.

Teachers use of AI

Alongside government-led trials, teachers themselves are already adapting quickly to the impact of AI. A recent survey by the British Council found that nearly eight in ten UK secondary school teachers have had to rethink how they design assignments because of the growing availability of AI tools.

The research, which surveyed 1,000 teachers, also found that 38 per cent of teachers say they now design tasks specifically to prevent students from relying on AI, while a larger group - nearly six in ten - are experimenting with ways to incorporate AI constructively into their lessons.

The British Council survey showed that teachers remain divided on whether AI is ultimately helping or hindering learning. Six in ten educators expressed concerns about the technology’s impact on students’ communication skills. At the same time, many reported positive outcomes, particularly in language learning, where some students appear to benefit from improved listening and pronunciation through digital tools.

Other challenges are emerging as well. Around a quarter of teachers say they have noticed declines in writing quality or comprehension, while similar numbers report students using a narrower range of vocabulary. Digital culture is also influencing language in the classroom, with 85 per cent of teachers saying they now regularly encounter slang or online expressions such as “rizz” or “delulu”, sometimes requiring them to look up unfamiliar terms.

Despite these concerns, the survey suggests most teachers are not resisting technological change. Instead, they are experimenting with how AI can be integrated responsibly into teaching practice, often with limited formal guidance.

Evaluating the risks and opportunities 

The rapid adoption of AI in classrooms is also being scrutinised by policymakers. The cross-party Education Select Committee has launched a new inquiry examining how artificial intelligence and education technology are affecting the entire education system, from early years settings through to universities.

The inquiry will explore both the opportunities and the risks of AI in education, including how it may influence skills such as critical thinking, problem solving and spoken communication. MPs will also examine whether the use of AI could widen inequalities between students, particularly if access to technology or digital literacy varies between schools and communities.

Children’s digital rights will form another key part of the investigation. Lawmakers plan to examine how schools balance students’ rights to privacy with the growing presence of AI-driven tools and platforms, as well as potential safeguarding risks associated with rapidly evolving technologies and addictive design features.

The committee will consider whether teachers, lecturers and early years practitioners have sufficient training and guidance to use these tools effectively, and whether traditional assessment methods remain appropriate in an AI-enabled environment.

The inquiry will be chaired by Helen Hayes, who said the committee aims to separate “AI fact from fiction” as the technology becomes more embedded in education. While she acknowledged the potential for AI and EdTech to streamline teacher workloads and enhance learning, she also warned that deploying fast-moving technologies without clear frameworks or evaluation could create new risks, including widening inequality.

Taken together, the developments highlight a sector in transition. Government investment, parliamentary scrutiny and grassroots experimentation by teachers are all happening, reflecting both the promise and uncertainty surrounding AI in education.