Generative Artificial Intelligence: Schools

Zöe Franklin Excerpts

Tuesday 8th July 2025 Westminster Hall

[Zöe Franklin (Guildford) (LD)]

It is an honour to serve under your chairmanship, Sir Jeremy. I thank the right hon. Member for East Hampshire (Damian Hinds) for securing this important debate.

AI use in schools has reached a critical juncture. According to Ofcom, 50% of children aged eight to 17 have already used AI tools. The Alan Turing Institute and LEGO report that 60% of teachers actively use generative AI. We have heard many colleagues across the Chamber today reference that. AI is everywhere, whether through explicit choice or integration into Google Workspace, Microsoft 365 Education and countless educational tools. The Government have funded AI development for teachers to speed lesson planning and reduce workloads, positioning AI as central to educational transformation. Yet, as 5Rights highlights, no statutory standards currently govern genAI use in schools.

The Government’s own AI opportunities action plan fails to address children and their rights and development needs, despite encouraging schools to

“move fast and learn things”

when piloting these technologies. With AI’s undeniable rise, the Government really need to address this head on, hence today’s debate is incredibly important.

We have heard across the room today that AI presents genuine opportunities for education. For teachers struggling with budget cuts from the last Conservative Government, AI can ease the burden of lesson planning, marking and administrative tasks. For students, responsible engagement with these technologies prepares them for tomorrow’s world of work. Those who understand technological change and harness AI effectively will thrive in today’s and tomorrow’s economy. They will be prepared for an AI-dominated world where critical thinking and analysis become even more vital.

However, serious concerns are emerging about generative AI’s impact. Parliamentary Office of Science and Technology research indicates that

“over-reliance on AI tools could lead to the erosion of teaching, writing and reasoning skills”.

The MIT Media Lab recently released a study that was so urgent, it published it before peer review. The study showed that students using ChatGPT showed dramatically lower brain activity than those writing without AI. Brain scans revealed a 32% drop in cognitive load. After just weeks of use, 83% could not even remember what they had supposedly written. That is really concerning information. We can understand why it was so keen to publish it, despite the fact that it had not yet been peer reviewed.

The voices of concern grow louder, UNESCO warns that AI roll-out is

“outpacing the adaptation of national regulatory frameworks.”

Even industry leaders in the Alan Turing Institute acknowledge we have

“limited evidence on the impact of AI use in education on learners’ development”.

Evidence mounts about the negative effects of an unsafe online world. Research by 5Rights and the London School of Economics found that

“EdTech products used in schools are highly invasive of children’s privacy and rely on the extensive collection of children’s data.”

As we heard earlier, the NSPCC has documented cases where generative AI created deepfakes of children in schools, and the Children’s Commissioner has called for urgent action. This is particularly concerning given that many AI tools have not been developed with the younger audience in mind.

We Liberal Democrats call for a public health approach to the online world, including AI, to ensure that children remain safe online and can enjoy their childhood as intended. We also call on the Government to introduce a safer screens taskforce that would be empowered to ensure a public health approach to children’s social media across all Government Departments, and lead research into social media’s impact on children. We believe that the UK must lead the world in building a future where AI is developed and deployed ethically, transparently and in the public interest. We favour a workable and well-resourced framework for AI that can promote innovation and protect individual rights and freedoms. We call on the Government to establish a cross-sector AI regulator, combining flexible, ethical oversight and technological expertise to ensure that the UK keeps pace with rapid technological advances.

As Liberal Democrats, we also believe that we should modernise our curriculum to face 21st century challenges, offering an approach that allows students to explore pathways in science, maths and the arts without prejudicing their learning in other disciplines. Such a curriculum must embed digital and data literacy throughout children’s learning experience, preparing every single student for a future shaped by AI and new technologies.

I have a few questions for the Minister, which I hope he will answer in his remarks. What skills audit has been done to ensure that we have the right skills for AI, and for working alongside AI, such as critical thinking? We welcome DFE guidance that pupils should only be using generative AI in education settings with appropriate safeguards in place, such as close supervision. But where is the implementation guidance, and where are the resources for schools to achieve this? Finally, how will this Government prevent AI from widening inequality between those with access and those without?

Once again, I am grateful for being able to take part in this debate, and I thank the right hon. Member for East Hampshire for bringing it to this Chamber. I look forward to hearing the Minister’s comments, which I hope will be just the start of an ongoing conversation on this incredibly important issue, as we look to the future of our young people.