Artificial Intelligence is rapidly reshaping education, but how should schools respond?
- Jun 15
- 3 min read
Artificial Intelligence is rapidly reshaping education, but how should schools respond?
A new report from Learning First, AI Use in Schools: Taking Action Now, provides one of the most comprehensive examinations to date of how AI is impacting Australian classrooms.
Drawing on a survey of more than 4,100 educators, focus groups, and interviews with education leaders, the report offers practical insights into the opportunities, risks, and actions schools should consider as AI adoption accelerates.
AI Use is Growing Rapidly
The report confirms that AI tools are now firmly embedded in many educators' workflows. Among teachers surveyed, ChatGPT remains the dominant platform, with significant use also reported for Microsoft Copilot, Google Gemini, and education-specific tools.
At the same time, educators are observing increasing student use of AI, particularly in secondary schools, raising important questions about learning, assessment, and academic integrity.
The Biggest Concern: Thinking and Learning
Perhaps the most significant finding is educators' concern that students may be using AI to bypass the learning process itself.
Teachers participating in the study repeatedly highlighted the risk of students outsourcing their thinking to AI tools rather than engaging in the cognitive effort required for deep learning. The report argues that while AI can provide answers quickly, genuine learning requires students to wrestle with ideas, solve problems, and develop understanding through practice.
The report warns against "cognitive outsourcing" and "false mastery"—situations where students appear to understand content because they can generate responses, while their actual understanding remains underdeveloped.
Assessment Integrity Requires Urgent Attention
One of the strongest messages from the report relates to assessment.
The widespread availability of AI is challenging traditional assumptions about student work, particularly in senior secondary education. The report notes that schools can no longer automatically assume that submitted work accurately reflects a student's own learning and capabilities.
Learning First recommends urgent review of assessment practices, especially those completed outside supervised environments. Systems are encouraged to evaluate how susceptible current assessment programs are to AI interference and consider additional safeguards to maintain confidence in results.
Importantly, the report does not advocate abandoning valuable assessment approaches such as essays and projects. Instead, it calls for balanced assessment programs that combine rich learning experiences with methods that provide trustworthy evidence of student achievement.
A Nuanced Approach to AI
Rather than promoting either unrestricted adoption or outright rejection, the report advocates for a balanced, evidence-informed response.
The findings highlight that AI's impact differs depending on who is using it and for what purpose. While student use may create challenges for learning and assessment, AI also presents opportunities to reduce administrative workload, support feedback processes, and improve efficiency for teachers and school leaders.
The report cautions educators to carefully evaluate AI-generated curriculum resources and ensure they align with evidence-based teaching practices. At the same time, it recognises that purpose-built educational AI tools may offer significant benefits when implemented thoughtfully.
Key Recommendations
The report identifies several priorities for schools and education systems:
Protect assessment integrity in both senior secondary and lower secondary schooling.
Develop assessment programs that balance authentic learning experiences with reliable evidence of achievement.
Provide educators with support to evaluate AI outputs through the lens of effective teaching and learning.
Monitor AI use closely as technologies continue to evolve.
Identify areas where AI can meaningfully support teachers and school leaders while maintaining educational quality.
What This Means for Catholic Education
For Catholic education, the report reinforces the importance of keeping human formation at the centre of learning.
Technology can support educators and improve efficiency, but education is fundamentally about developing knowledge, wisdom, character, critical thinking, and human flourishing. As AI becomes increasingly capable, the challenge for schools will be ensuring that technology enhances rather than replaces the cognitive and relational experiences that underpin authentic learning.
The report's call for a measured, evidence-based response aligns closely with broader conversations occurring across Catholic education regarding ethics, assessment, digital citizenship, and the role of AI in supporting the dignity and development of every learner.
Download the Full Report
The Learning First report provides detailed analysis, research findings, and practical recommendations for school and system leaders.
Download the full report to explore the findings in greater depth and consider what they mean for your school community.
