09 June 2026
What Teachers Really Think About AI: Five Key Takeaways from Oxford University Press’s New Research
Artificial intelligence is becoming part of everyday classroom life, but how do teachers really feel about it?
A new research report from Oxford University Press, Navigating AI in Education (June 2026), explores the views of thousands of teachers, students and parents across the world. Rather than focusing on the technology itself, the report asks a more important question: how can AI improve education while protecting the human relationships at the heart of teaching?
Here are five findings that stand out for classroom practitioners.
1. Teachers are embracing AI, but cautiously
The report shows that many educators are already using AI to reduce workload, create lesson resources and support planning. Rather than replacing teachers, AI is increasingly viewed as an assistant that can save time on repetitive administrative tasks.
However, enthusiasm is balanced by caution. Teachers consistently highlight concerns about accuracy, bias and over-reliance on AI-generated content. Most see AI as a tool that requires professional judgement rather than something that should be trusted without question.
This reflects what many schools are experiencing: AI works best when teachers remain firmly in control.
2. Human relationships remain the most important part of education
Perhaps the strongest message from the report is that education is fundamentally human.
Students value encouragement, empathy, discussion and personalised feedback from their teachers—qualities that AI cannot genuinely replicate. Parents and educators alike see these relationships as central to learning and wellbeing.
While AI may generate explanations or quizzes in seconds, it cannot build trust, inspire confidence or recognise when a learner needs emotional support.
The report argues that technology should enhance these relationships, not replace them.
3. Critical thinking is becoming even more important
The availability of AI means students can now generate answers instantly. This raises an important challenge for schools: ensuring learners can evaluate information rather than simply accept it.
Teachers increasingly need to help pupils ask questions such as:
- Is this information accurate?
- What evidence supports it?
- Could there be bias?
- Has anything important been omitted?
In many ways, AI makes digital literacy and critical thinking more important than ever before.
Rather than banning AI, schools need to teach students how to use it responsibly and critically.
4. AI literacy should become a core skill
The report suggests that understanding AI should become part of every learner’s education.
This goes beyond knowing how to write prompts. Students need to understand:
- How AI systems generate responses,
- Why AI sometimes “hallucinates” incorrect information,
- How training data can introduce bias, and
- When human expertise should override AI suggestions.
For computing teachers this may feel familiar, but these skills are becoming relevant across every curriculum subject.
Helping students become informed users of AI could become as important as teaching online safety.
5. Teachers need ongoing professional development
One of the clearest messages is that teachers want support.
Many educators are experimenting with AI but lack confidence about best practice, assessment implications and safeguarding considerations. They want practical examples, clear guidance and opportunities to share experiences with colleagues.
Professional development is likely to play a major role over the next few years as schools develop consistent approaches to AI use.
The report suggests that successful implementation depends as much on teacher confidence as on the technology itself.
So what does this mean for schools?
The report paints a balanced picture. AI offers genuine opportunities to reduce workload and personalise learning, but its success depends on thoughtful implementation.
The most effective schools are unlikely to be those that either ban AI completely or embrace it without question. Instead, they will help teachers and pupils understand both its strengths and its limitations.
Ultimately, the report reinforces something educators have always known: great teaching is about relationships, professional judgement and helping young people think critically. AI can support those goals, but it cannot replace them.
As AI becomes increasingly embedded in education, perhaps the most valuable lesson is that the skills that make us human—curiosity, creativity, empathy and critical thinking—are becoming more important, not less.
Discussion
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