Generative AI in education：Educator and expert views （Ⅱ）

Product by The Open Innovation Team and Department for Education" 英國政府開放創(chuàng)新團(tuán)隊(duì)及英國教育部

Detailed findings

The education sector is acknowledging the need to adapt to GenAI technology.

Advances in AI are likely to have a profound and widespread effect on the UK economy and society. Education is one of the top sectors expected to be impacted by AI and GenAI， alongside industries like banking， research shows. In addition to augmenting educator jobs and tasks， GenAI could also fundamentally alter how and what people learn by changing how information is synthesised and presented.

Experts and educators acknowledge GenAI’s potential to benefit education， such as by acting as a tool to support teachers with their workload and enable self-directed and personalised learning for students. There is also a strong sense GenAI could profoundly disrupt the sector， including by changing what students need to learn to prepare them to enter an AI-enabled workforce.

Adoption of GenAI among teachers has rapidly increased， with two in five teachers now having used GenAI in their role.

According to a survey from Teacher Tapp in November， 42% of primary and secondary teachers have now used GenAI to help them with schoolwork. This has increased from 35% in August and 17% in April. In comparison to the wider public， around a quarter of the UK consumers （aged 16-75） had used a GenAI tool in June 2023.

There was significant variation in the frequency of use among the educators interviewed. Some reported using GenAI tools daily， and that use was widespread among colleagues. Others had only used GenAI a few times and were not aware of colleagues using it.

Educators who are men， younger and those in secondary schools are more likely to be using GenAI.

DfE’s survey of school and college teachers （conducted in April 2023） showed that those who were more likely to have used GenAI were：

？誗 Working in secondary schools： 14% of secondary school teachers compared to 9% in primary schools. 23% of college educators had used GenAI.

？誗 Male： 18% of teachers who are men compared to 9% of teachers who are women.

？誗 Younger： 15% of teachers aged 18-34 had used GenAI compared to 9% of those aged 45-54.

This aligns with trends in awareness of GenAI among the UK public：

？誗Men： 60% of men had heard of GenAI compared to 46% of women.

？誗Young people： 73% of under 35s had heard of GenAI compared to 27% of 65-75s.

Pupils and students may be using GenAI more than educators.

Ofcom reports that 74% percent of online 16-24-year-olds in the UK have used a GenAI tool. Among younger children use is similarly high， with 79% of online teenagers （aged 13-17） and 40% of online 7-12-year-olds reporting that they had used ChatGPT， Snapchat My AI，Midjourney or DALL-E. The most commonly used GenAI tool among children is Snapchat My AI.

DfE’s survey of secondary school pupils showed 14% using AI tools for schoolwork . However， other surveys show figures of 67% of secondary school pupils using GenAI tools for schoolwork and around half of HE students using ChatGPT to support their studies.

Parents lack clarity on their children’s use of AI tools. DfE’s survey of parents of secondary school pupils showed that 37% were unsure whether their child used AI for schoolwork.

Some institutions are actively managing how educators and pupils use and experiment with GenAI.

Some educators reported that their institution had banned teacher and/or pupil use of GenAI. This was primarily enforced through server restrictions or policies. However， educators and experts interviewed generally viewed outright bans as shortsighted， due to the sense that this technology is widely accessible and will be increasingly integrated into existing tools and platforms used in education.

Other institutions were managing adoption at their institutions by conducting tool risk assessments， allowing a small group of teachers to experiment with “approved” GenAI tools， or piloting tools. Other educators reported their institutions had minimal oversight of how they were using GenAI tools， and felt they had autonomy to experiment.

譯文

詳細(xì)的發(fā)現(xiàn)

教育部門開始承認(rèn)教育需要適應(yīng)生成式人工智能技術(shù)（GenAI）。

人工智能的發(fā)展很可能會對英國的經(jīng)濟(jì)和社會產(chǎn)生廣泛而深遠(yuǎn)的影響。研究顯示，教育行業(yè)與銀行等行業(yè)一樣，預(yù)計將成為受人工智能和GenAI影響最大的行業(yè)之一。除了擴(kuò)展教育工作者的工作和任務(wù)外，GenAI還可以通過改變信息的合成和呈現(xiàn)方式，從根本上改變?nèi)藗兊膶W(xué)習(xí)方式和學(xué)習(xí)內(nèi)容。

專家和教育工作者們認(rèn)為，GenAI具有有利于教育的潛力，例如，GenAI可以被用作一種工具來支持教師的工作，并幫助學(xué)生進(jìn)行自主學(xué)習(xí)和個性化學(xué)習(xí)。教育專家們還有一種強(qiáng)烈的感覺是：GenAI可能會深刻地顛覆教育行業(yè)，包括改變學(xué)生需要學(xué)習(xí)的內(nèi)容，為他們進(jìn)入未來支持人工智能的勞動力市場做好準(zhǔn)備。

教師中采用GenAI的人數(shù)迅速增加，五分之二的教師在他們的職業(yè)中使用了GenAI。

教師調(diào)查應(yīng)用程序“Teacher Tapp”去年11月進(jìn)行的一項(xiàng)調(diào)查顯示，42%的中小學(xué)教師已經(jīng)使用GenAI來幫助他們完成學(xué)校任務(wù)。這與當(dāng)年8月份的35%和4月份的17%相比有所上升。與更廣泛的公眾使用情況調(diào)查相比，2023年6月，年齡在16—75歲的英國公眾在2023年6月使用了GenAI工具。

在接受訪問的教育工作者中，不同人使用GenAI工具的頻率有顯著差異。一些人認(rèn)為他們會每天使用GenAI工具，這種使用頻率在身邊同事中也是很普遍的事情。而一些人只使用過幾次GenAI工具，也并不知道同事是否在使用它。

中學(xué)教師、男性教師和年輕教師更有可能使用GenAI。

英國教育部對中小學(xué)教師和大學(xué)教師開展的一項(xiàng)調(diào)查（于2023年4月進(jìn)行）顯示，更有可能使用GenAI工具的人群有：

？誗中學(xué)教師（相較于小學(xué)教師而言）：中學(xué)教師占14%，小學(xué)教師占9%。大學(xué)教師使用過GenAI的占23%。

？誗男性教師：男性教師占18%，而女性教師占9%。

？誗年輕教師：18—34歲年齡段的教師中有15%使用過GenAI工具，而45—54歲年齡段的教師中這一比例為9%。

這與之前英國公眾對GenAI的認(rèn)知趨勢相一致。普遍公眾調(diào)查結(jié)果顯示：

？誗男性：60%的男性聽說過GenAI，而女性則為46%。

？誗年輕人：35歲以下的公眾73%聽說過GenAI，而65—75歲年齡段的公眾這一比例為27%。

學(xué)生可能更多地使用GenAI，而不是教育工作者。

據(jù)英國通信管理局報道，英國14—24歲的網(wǎng)民中有74%的人使用了GenAI工具。在年齡較小的兒童中，GenAI工具使用率同樣比較高，79%的13—17歲在線青少年和40%的7—12歲在線青少年都曾使用過聊天機(jī)器人ChatGPT、Snapchat軟件中的“我的AI”、Midjourney（AI繪畫工具）或DALL-E（美國圖像生成系統(tǒng)）。兒童中最常用的GenAI工具是Snapchat軟件中的“我的AI”。

英國教育部對中學(xué)生進(jìn)行的一項(xiàng)調(diào)查顯示，14%的中學(xué)生使用人工智能工具進(jìn)行學(xué)習(xí)。然而，其他一些調(diào)查顯示，67%的中學(xué)生使用GenAI工具來完成作業(yè)，大約一半的高等教育階段的學(xué)生使用ChatGPT來支持自己的研究。

父母對孩子使用人工智能工具缺乏清晰度。英國教育部對中學(xué)生家長進(jìn)行的一項(xiàng)調(diào)查顯示，37%的學(xué)生家長不了解自己的孩子是否使用人工智能工具進(jìn)行學(xué)習(xí)。

一些教育機(jī)構(gòu)正在積極管理教育工作者和學(xué)生如何使用和實(shí)驗(yàn)GenAI。

一些教育工作者表示，他們的教育機(jī)構(gòu)已經(jīng)通過服務(wù)器限制或相關(guān)政策來強(qiáng)制性地禁止教師和學(xué)生使用GenAI。然而，此次接受采訪的教育工作者和專家普遍認(rèn)為完全禁止的禁令是短視的，因?yàn)檫@項(xiàng)技術(shù)將來會被廣泛使用，并會被越來越多地整合到現(xiàn)有的教育工具和平臺中。

一些教育機(jī)構(gòu)通過進(jìn)行工具風(fēng)險評估來管理GenAI的使用，允許一小群教師使用“被批準(zhǔn)的”GenAI工具或試點(diǎn)工具進(jìn)行實(shí)驗(yàn)。還有教育工作者表示，他們的教育機(jī)構(gòu)對他們?nèi)绾问褂肎enAI工具的監(jiān)督很少，他們覺得自己有自主權(quán)決定如何實(shí)驗(yàn)性地使用GenAI。