UK Pupils Fear AI Is Eroding Their Learning Skills

Published: 15 October 2025. The English Chronicle Desk. The English Chronicle Online.

A new study has revealed growing concerns among UK pupils that artificial intelligence is affecting their ability to study effectively, with many reporting that AI makes schoolwork “too easy” and others claiming it stifles creativity and limits the development of essential skills.

The research, commissioned by Oxford University Press (OUP), surveyed students aged 13 to 18 and found that only 2% reported not using AI at all for their schoolwork. A striking 80% said they regularly relied on AI tools, highlighting the widespread integration of these technologies into young people’s educational routines.

Despite its popularity, the survey found that 62% of students believe AI has negatively impacted their skills and overall development at school. One in four students agreed that AI “makes it too easy for me to find the answers without doing the work myself,” while around 12% said it “limits my creative thinking.” Similar proportions reported that using AI made them less likely to solve problems or write creatively.

Alexandra Tomescu, OUP’s generative AI and machine learning product specialist, said the study is one of the first in the UK to explore how young people are using AI in education. She highlighted the sophistication with which students understand the technology. “For 60% of students to express concern that AI encourages copying rather than original work shows a very deep understanding of what schoolwork is meant to develop, and the potential pitfalls and benefits of these tools,” she explained.

Tomescu added that young people’s use of AI demonstrates maturity in navigating technology for learning, often without adult guidance. “We don’t give young people enough credit for using technology in educational spaces in a thoughtful, independent way,” she said.

The OUP findings align with other recent research into AI and education. A study published earlier this year by the Massachusetts Institute of Technology (MIT) examined brain electrical activity among students writing essays with the help of large language models such as ChatGPT. The research concluded that reliance on AI could have long-term implications for learning, emphasising the need to understand more deeply how these tools affect educational outcomes.

Nearly half of the 2,000 students surveyed by OUP admitted they worried that classmates might be “secretly using AI” for schoolwork, making it difficult for teachers to assess authentic learning. Many students expressed a desire for more guidance from teachers on the appropriate use of AI and on evaluating whether its output is accurate and reliable. In response, OUP announced the launch of a new AI education hub aimed at supporting teachers in integrating AI responsibly into their classrooms.

Tomescu highlighted that students’ expectations for guidance reflect a willingness to learn responsibly. “Some of these findings will be very interesting for teachers, especially regarding how much students are looking for guidance. We often assume a generational technological divide, yet pupils are still seeking advice from educators on using AI productively, which is very positive,” she said.

Daniel Williams, assistant headteacher and AI lead at Bishop Vesey’s Grammar School in Birmingham, said the findings mirror his experience in schools. “Many pupils recognise AI’s value for creativity, revision, and problem-solving, but they often use it as a shortcut rather than as a tool for deeper learning,” he explained.

Despite the concerns, AI was not universally viewed negatively. While just 31% of students said AI had no adverse effect on their skills, many acknowledged its benefits in acquiring new knowledge. Around 18% said AI helped them understand problems more clearly, while 15% said it sparked “new and better” ideas. One 15-year-old girl commented, “I have been able to understand maths better and it helps me to solve difficult questions.” A 14-year-old boy added, “I now think faster than I used to.”

The report illustrates the complex role AI plays in education: while it provides powerful tools for learning and creativity, it also presents risks that can undermine skill development if used primarily as a shortcut. OUP’s research suggests that students themselves are acutely aware of this balance, often identifying both the advantages and drawbacks of AI in their own learning experiences.

The findings also underscore the growing need for clear educational policies and guidance around AI. Experts suggest that integrating structured AI instruction into school curricula could help students harness its potential while avoiding overreliance. By understanding how and when to use AI, pupils may be better equipped to enhance creativity, develop critical thinking, and retain essential study skills.

Tomescu emphasised that AI should complement, rather than replace, traditional learning methods. “AI is a tool, not a replacement for doing the work yourself,” she said. “Students need support to use it responsibly, ensuring it enhances rather than diminishes their learning.”

For teachers, this research highlights the importance of monitoring how students engage with AI and providing guidance on ethical and effective usage. Schools may need to develop policies on AI-assisted work, provide training on critical evaluation of AI output, and encourage students to maintain problem-solving and creative skills alongside technological assistance.

The OUP study reflects broader societal debates about the role of AI in education, with concerns ranging from plagiarism and skill erosion to equity and access. While AI can offer instant support and personalised learning experiences, the risk of dependency may have long-term implications for students’ cognitive development.

As AI becomes an increasingly integral part of classroom and homework activities, the challenge for educators is to strike a balance between leveraging its benefits and mitigating its potential harms. The OUP research provides a timely insight into how students are navigating this landscape, offering a basis for schools, policymakers, and parents to develop strategies that support safe, responsible, and effective use of AI.