A recent report from the Digital Poverty Alliance highlights the potential impact of generative AI on educational equality in the UK.
- The report indicates that current AI-related educational policies in the UK are lacking in comprehensive strategies for effective implementation.
- Digital poverty, affecting millions, could prevent children from accessing AI technologies, further widening the educational gap.
- Experts stress the necessity of teacher training and student access to ensure AI benefits the education sector equally.
- The report recognises the potential for AI to support special educational needs but warns of biases within existing AI systems.
The Digital Poverty Alliance has released a report indicating that the advancement of generative AI in education might deepen existing inequalities unless significant measures are taken to combat digital poverty. Current policies regarding the integration of AI in UK education are criticised for being underdeveloped and lacking clear implementation strategies, according to the report presented in parliament.
Digital poverty, defined as inadequate access to appropriate devices, dependable internet connectivity, and the skills necessary to use new technologies, affects approximately 19 million people across the country. The report highlights that children suffering from digital poverty are particularly disadvantaged in accessing AI tools, potentially increasing educational disparities.
Elizabeth Anderson, CEO of the Digital Poverty Alliance, acknowledges that although generative AI can revolutionise the education sector by personalising learning experiences and offering new support mechanisms, there is a risk of marginalising vulnerable students without addressing digital poverty. Anderson stated, “Generative AI has the power to transform education by personalising learning and supporting the education sector in new and exciting ways. But without the efforts from all bodies to address digital poverty, these advancements could leave the most vulnerable students further behind.”
To effectively integrate AI into the educational landscape, the report advocates for extensive training for educators on AI utilisation as well as ensuring that students have equal access to these technologies. “The ‘Rethinking Education with Generative AI’ report that we have launched, emphasises the urgent need for comprehensive AI training for teachers and students, and access to the right technologies, to prepare the next generation for an AI-driven future,” Anderson added.
Moreover, the report cautions that AI systems based on limited datasets may inadvertently propagate societal prejudices. Despite this, it acknowledges that when executed properly, AI’s role in education could significantly enhance support for children, especially those with special needs.
Without strategic interventions, generative AI could widen educational inequities in the UK.
