Artificial intelligence is having a positive impact in Welsh schools for both teachers and pupils despite concerns around safeguarding, data protection and overreliance, a report has found.

Estyn, which inspect standards across education in Wales, visited 21 schools that have been noted for their use of AI.

The inspectorate’s report shows that teachers are benefiting from the technology reducing their workload, particularly in lesson planning, and are also finding it useful for resource creation and report writing.

Students, meanwhile, are using AI in creative projects, revision activities and independent learning opportunities.

An overreliance on AI?

However, the report notes that some educators are concerned that an overreliance on AI could deskill less experienced teachers.

Estyn chief inspector Owen Evans said that AI has the potential to “transform teaching and learning, reduce workload and support inclusion in schools”.

However, Mr Evans also has concerns that AI brings challenges that cannot be ignored by governing bodies.

He said: “To ensure AI benefits all learners in Wales, we need a clear national approach - one that is sustainable, ethical and focused on improving outcomes for pupils.”

As part of this nationwide guidance, the report calls for structured professional learning and strong leadership to help schools use AI effectively and safely.

It was observed that good practice with AI is often driven by individual staff members who have an interest in digital innovation and see its benefits in the classroom.

The report says that strategic leadership in a minority of schools has driven the successful implementation of AI; for example, through collaborative, cluster-based professional learning, which has helped to develop the skills of less confident staff.

‘Streamlining’ school admin

AI is also being used effectively in school administration to “streamline” routine tasks, such as drafting letters to parents, summarising reports and drafting new school policies, Estyn finds.

Students, meanwhile, relish creative opportunities provided by age-appropriate AI tools, especially in primary and special schools.

At secondary level, students use AI effectively for independent learning, including summarising revision notes and generating personalised quiz questions.

However, many secondary school teachers expressed fears about an overreliance on AI and emphasised the need to guide students on the ethical and critical use of these tools.

School leaders also stressed the need to help students to avoid malpractice regarding the use of AI in assessments leading to qualifications.

In addition, the report underlines the risk of a “digital divide”, as pupils who can afford paid-for AI tools may gain advantages over those who cannot.

The report also highlighted success stories such as Ysgol Cei Newydd, in Ceredigion, North Wales, where teachers are planning lessons that incorporate AI as both a learning tool and a stimulus for critical thinking. In their classes, pupils learn not only how to use AI tools such as Adobe Express, but also how to evaluate their outputs with a questioning mindset.

At Heronsbridge Special School, in Bridgend, South Wales, AI is implemented in a phased approach, starting with a few staff, before being extended into wider staff training and the development of whole school policies and guidance.

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