Artificial intelligence has seeped into nearly every part of modern life, so perhaps it was only a matter of time before it showed up in the classroom.
Across the UK, schools are now finding new ways to incorporate technology into their teaching workflows.
Supporters frame it as the future of education and a rescue for overworked staff. Critics, including parents, teachers, and unions, worry it’s replacing the human touch and changing schooling in ways we may not fully understand.
A detailed report from the BBC describes just how experimental things have become, with schools trying everything from remote instructors educating from hundreds of miles away to deepfake “AI teachers” generating personalised feedback videos.
AI integration in the classroom has amped up globally, as Quizlet’s new How America Learns report shows that 85% of teachers and students now use AI, up from 66% in 2024.
But in the UK, the education sector remains deeply split on what the AI-augmented future should look like.
Remote teachers and enraged strikers
At The Valley Leadership Academy in Lancashire, students in top-set maths groups in Years 9, 10, and 11 have been taught since September by a remote teacher based 300 miles (ca. 483 km) away. The school calls it a “small-scale initiative,” arguing that it’s a practical fix during a shortage of qualified maths teachers. The teacher instructs via video link, with an in-class educator present to provide support.
Many teachers, however, see this as the start of a dangerous shift. Maths teacher Emily Cooke has become a strong voice of opposition, arguing that screens cannot replace the relationship-building at the heart of teaching.
“Will your virtual teacher be there to dance with you at prom, hug your mum on results day, or high-five you in the corridor because they know you won the match last night?” she asks.
Cooke’s concerns aren’t just theoretical, and she isn’t alone. Teachers at the school have already staged strikes over the decision, and the National Education Union has called the situation “unacceptable.” For Cooke, remote learning cannot compare to the nuance of face-to-face instruction, especially after the “huge gaps” that were left by online schooling during the pandemic.
The school insists this isn’t the case, describing the decision as a “small-scale, targeted” response, and noting that a second teacher would support pupils in the classroom. Still, critics fear that even a slight shift could set a precedent that reshapes the entire UK teaching profession.
Deepfakes, automated marking, and hyper-personalised feedback
Elsewhere, innovation is pushing even further. At the Great Schools Trust, which operates academies in Liverpool, Warrington, and Bolton, leaders believe AI can reduce teacher workload while improving learning outcomes.
Trust already uses AI to mark assessments and identify learning gaps. Soon, the technology will enable teachers to create digital “twins” that are essentially deepfake versions of themselves that will deliver personalised video feedback to every pupil. Teachers could opt in, and an in-person educator would always handle live lessons.
“It’s about freeing teachers to focus on character, leadership, resilience,” says CEO Shane Ierston, who insists that there is no intention to replace real educators. “We want to lead the change, instead of waiting for Silicon Valley to do it for us.”
They see AI as a “leveller” that could help every child access tailored support while enabling teachers to focus more on developing students’ character, resilience, and leadership.
Still, scepticism remains strong. Parentkind’s annual survey found that only 12% of parents support classroom AI, reflecting deep concerns about safety, ethics, and over-reliance on screens.
Convenience, but at a cost?
As AI moves deeper into the classroom, many teachers and parents worry about what could be lost in the process and the long-term risks. One of the biggest anxieties is the potential erosion of actual teaching jobs. If remote instructors or AI systems can reliably cover lessons, it only makes sense that cash-strapped schools may eventually decide they can manage with fewer human teachers, turning what began as a temporary solution into a long-term problem.
Another huge concern is the impact of AI-supported education on students’ emotional and social development. As Cooke had mentioned, teachers don’t just deliver educational content; they build trust, help students who are struggling, and celebrate the personal moments that help young people, especially, feel seen and supported. Critics argue that AI simply can’t replicate these moments of genuine human connection.
There are also anxieties about how screen-mediated learning might impact students’ social skills. Real-world classrooms are where children have interpersonal experiences that help them learn to communicate, collaborate, and handle conflict, and some fear that those skills could weaken if they are replaced with more virtual forms of education.
Now throw in the ethical questions surrounding deepfake technology, such as data security concerns and the ownership of a teacher’s likeness, and this debate becomes even more complex. For many impacted by these factors, the risks feel far from theoretical.
Supporters insist these risks can be managed with strong guidelines, but critics argue the stakes are too high for experimentation.
A sector at a crossroads
According to a Forbes Advisor survey, 60% of educators already use AI in classrooms, primarily for personalised learning and grading. Tools like Oak National Academy’s AI lesson generator, used by more than 40,000 teachers, show just how quickly digital teaching assistants are becoming the norm.
Still, even as the Department for Education encourages the careful use of technology, it stresses that AI should enhance, not replace, the critical thinking and deep engagement that come with real learning.
At The Valley, the fight continues, with the NEU promising it will “never tolerate the imposition of a virtual teacher.”
As AI becomes more capable and commonplace, the question becomes increasingly urgent: Should AI teach our children, and if so, how much of teaching can technology take over before something essential is lost?
For now, schools are experimenting in real time, and the answer is still far from settled.
Over in India, Google is challenging OpenAI’s ChatGPT with the launch of its AI Plus plan.
