I think you will be shocked!
Recent research
A new study surveying over 1,000 pupils aged 15-18 years in state and private schools across the UK, has revealed some startling figures around the culture and impact of AI (Artificial Intelligence) on day-to-day learning as well as how children are accessing content and what their attitudes are towards it. The study, which was commissioned by independent day and boarding school for girls, Downe House, found that 77% of children across UK schools admitted they have used AI tools to help them complete their homework, leading to concerns from teachers that some may be taking the easy way out.
How AI is impacting our kids
These findings come alongside recent thought-provoking dramas like Netflix’s Adolescence, which has taken parents and schools by storm in relation to how the evolving world of social media and AI is impacting children’s lives and whether there should be more onus on schools to educate young people on how to use these tools effectively. The study also found that a resounding 94% of pupils have used AI tools, apps and chat bots, demonstrating widespread use amongst young people between 15-18 years. A further 49% of pupils said they used AI tools occasionally, while 20% admitted to regular use.
Jane Basnett, Director of Digital Learning at Downe House School, commented, “We have to step up as educators and invest more in training teachers adequately on ethical use of AI, if there is one thing the recent Netflix series Adolescence did, is to raise public awareness of the very real issues facing teenagers today. While its storyline may not reflect every teenager’s experience, the drama was rooted in actual cases from the UK, lending it both authenticity and emotional weight.”
Kids these day are AI savvy
More than half (54%) of pupils surveyed said they felt knowledgeable around AI capabilities, even though a further 54% said they rely solely on the internet and social media for insight. Only 19% of children said they get this information from their school – prompting questions around accountability from social media platforms, as well as investment in training teachers on responsible and ethical use of technology. On the contrary, when asked whether or not ethical education around the use of AI should be included in the school curriculum, pupils were divided, with 46% (almost half) saying they weren’t concerned about this, while 42% felt this was important. These split opinions may also signal an over-reliance from some young people on the day-to-day use of such tools in school.
“There is no denying that AI is appealing to young people and despite some obvious concerns associated with the findings of this study, there is a certain level of intrigue and optimism around its potential too, with 60% believing AI improves their learning experience and a further 66% of pupils saying they want to learn more about AI in school. Yet there is clearly a gap in terms of what we are teaching children in school, if they are getting most of their insight from social media and websites, it is up to schools to help balance that”, added Mrs Basnett.
The perceived impact of AI
The survey also asked pupils a number of questions around the perceived impact of AI on their future careers. The biggest concerns for young people around the future of AI is the risk of future job losses, followed by loss of human interaction and also fears around invasion of privacy. In fact, almost half (47%) said they are worried about AI leading to job losses in their future field of interest. While in contrast, more than a third of pupils (35%) believe AI will be essential for their chosen career.
AI and reponsibility
Finally, pupils were asked about how AI will impact society and who should be accountable. When asked how AI will positively impact society, the top three answers were improving education, improving healthcare and helping the environment. Pupils were also asked to rank who should take responsibility for AI in the future, with the most popular answer being the Government.
One thing is clear from this survey – that although AI is of interest to young people today, many are very much aware of the potential of over-use and the possible consequences for the future.
Below are some comments from a selection of the students across the UK who participated in the survey on their personal fears around the future use of AI:
“AI can’t be accountable for mistakes and their consequences. Therefore, if we leave AI to fix our problems and this backfires, who is accountable for this?”
“We are doomed if we do not stop this. Corporations would only seek profit; ethical concerns will be ignored. Art and literature will die as billionaires get richer – we are getting closer and closer to the dystopia that we once feared.”
“I am deeply concerned by the environmental impact of AI chatbots, specifically in relation to water consumption. I also worry that my peers and I are becoming complacent and losing critical thinking skills due to an over-reliance on ChatGPT, etc.”
“It is becoming increasingly common to look to AI for company, and so relationships of all nature (including romantic) will develop. I’m not sure how I feel about it right now, although it does seem a little dystopian. I’m worried about certain cases of using AI to generate deepfakes of a sexual nature on real people and them being shared around and believed to be real. It is already extremely common and not enough people are AI-literate enough to distinguish the difference between an AI generated photo and a real one.”
“The impact of AI will be mostly negative in my opinion, like the fabrication of people committing crimes they didn’t do, it will be very hard for people to utilise this technology in a positive way.”
“I don’t trust AI, especially because the UK didn’t sign the AI agreement at the most recent COP. I think it’s a ticking time bomb.”
“Personally, I feel that when others in my class are using AI to complete tasks, but I am not, (because I don’t really agree with it) then I am being disadvantaged.”
About Downe House School
Downe House School is an independent day and boarding school based in Berkshire, for girls aged 11-18. A progressive, yet traditional boarding school with a modern twist, Downe House was founded in 1907 by Olive Willis, with a focus on encouraging girls to become ambitious individuals and to excel in the modern world. The school aims to ignite a love of learning and provides an environment that nurtures development and celebrates individuality. There is no such thing as a ‘typical Downe House pupil’. Every pupil is valued, supported and challenged to pursue their talents as an individual, while being provided with an exceptional range of academic and co-curricular opportunities to explore and develop their strengths. Pupils leave Downe House with a well-established worked ethic and a core set of traditional values, ready to flourish in their future lives. Downe House School has been listed by Fortune and Statista in top 100 of World’s Leading Boarding Schools 2023.
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