Few would dispute that artificial intelligence (AI) is increasingly permeating both our personal and professional lives. Whilst this brings uncertainty for some, others regard it as a valuable tool capable of enhancing work across a range of sectors. But what does the picture look like in education?
Table of contents
What is generative AI?
Put simply, according to the definition provided by the Artificial Intelligence Working Group (GRAI), generative artificial intelligence (GenAI) is a distinct form of AI – a technology capable of creating new content. The user enters prompts (instructions), and GenAI algorithms generate a response or produce novel content – such as text, images, or computer code – drawing on data supplied during the tool’s development and information provided during the task itself.
It is worth bearing in mind, however, that the quality of the generated output depends both on the data available to the tool and on our own proficiency in using it.
GenAI is utilised across a wide variety of industries. In marketing, accounting, and IT departments, this technology has long assisted with day-to-day work. Increasingly, completing tasks with its support is also gaining traction in sectors such as administration and education. Employers, employees, and other GenAI users must keep both its advantages and its limitations in mind, especially given that the technology is advancing at an exceptionally rapid pace. In this regard, research and published reports can serve as an invaluable source of insight.
The OECD report
In January 2026, the Organisation for Economic Co-operation and Development (OECD) published the OECD Digital Education Outlook 2026. According to the authors, generative AI can offer outstanding support in education, provided that clearly defined goals and guidelines for its use are established. It can be deployed effectively by teachers and researchers, as well as by university students and schoolchildren alike.
Throughout the publication, readers will find research findings alongside practical advice on working with GenAI.
What does the report highlight?
The report analyses how artificial intelligence is currently used in education, focusing on opportunities to apply GenAI to support pupils, students, teachers, and researchers not only with day-to-day tasks, but also in their ongoing development. It also examines how GenAI can assist administrative and management processes within educational institutions.
GenAI is increasingly relied upon to carry out tasks (OECD, 2026, pp. 15–16). However, analyses of its use among university students reveal that the technology tends to be used to complete work better and faster, rather than to deepen and consolidate understanding. Available data (OECD, 2026, p. 17) suggest that an increasing number of students use GenAI for general searches, drafting text, and completing assignments or homework more swiftly. Consequently, whilst standard chatbots may help produce a superior piece of writing, these same students perform less well in examinations where they have no access to AI.
The report emphasises that the best outcomes are achieved by combining the expertise of educators, specialists, and AI. Dedicated educational AI tools have been developed (such as intelligent tutoring systems) that engage in dialogue with learners, pose guiding questions, and stimulate critical reflection. Working with these tools yields encouraging results, helping to foster critical thinking, creativity, and reasoning skills (OECD, 2026, p. 26).
Teachers will undoubtedly find the section on potential classroom and professional applications of GenAI of interest (OECD, 2026, pp. 129–198). The latest TALIS survey (the 2024 Teaching and Learning International Survey) reveals that:
- 37% of primary and secondary school teachers have used AI in their professional practice;
- 57% believe that AI helps with drafting or refining lesson plans;
- 72% fear that AI undermines academic integrity (with pupils submitting AI-generated work as their own).
The authors also examined how researchers are already employing GenAI in their work (OECD, 2026, p. 223), identifying areas where it proves most effective, such as data handling and knowledge management (including search engines, research reports, and summaries). However, the analysis does not focus solely on the positives; it also highlights challenges such as assessing the authenticity and independence of academic work.
Those looking to introduce new solutions at an institutional level may, in turn, be drawn to Chapter 11 (OECD, 2026, p. 200). Here, the authors highlight how GenAI can effectively support core processes in higher education, including curriculum design, ECTS credit transfers, academic advising, and admissions.
Guidance for the future
Drawing on the report’s findings, the OECD has put forward recommendations for governments and the education sector. The key priorities include:
- Putting the human element first: education must primarily nurture skills, broaden knowledge, and encourage independent thinking. The use of AI should be selective and must never replace cognitive effort or interpersonal relationships.
- Supporting the development of GenAI tools designed specifically for educational purposes, alongside vital research into their pedagogical effectiveness.
- Establishing a clear legal framework: robust regulations are essential to ensure that AI systems used in education are trustworthy, ethical, and secure.
- Guaranteeing equitable access: everyone should have fair and equal access to technological infrastructure.