AI in the classroom – A welcome step, but are UK Teachers ready?

Dr Nisreen Ameen responds to the UK Government’s plan to introduce AI in secondary school classrooms, drawing on findings from the National AI Skills Gap Report. She welcomes the move but warns that teachers urgently need structured training and support to deliver AI education effectively.

The UK Government’s recent announcement that artificial intelligence (AI) will be taught in secondary schools is a bold and timely move. It signals that the UK recognises AI isn’t just reshaping the economy – it’s reshaping how young people learn, work and interact with the world. As part of a wider push to boost digital skills, this policy shift reflects growing awareness that AI literacy is essential for future workforce readiness and civic participation.

As the author of the National AI Skills Gap Report, which is developed with Skills England and funded by The British Academy, I welcome this development. Our report, now published on GOV.UK, shows that building AI capability across all sectors – including education – is essential for inclusive growth and global competitiveness. But ambition alone is not enough. This reform must be matched by investment in teacher training and institutional support.

Teachers are the frontline of AI education

Introducing AI into the curriculum is not simply a matter of adding new content. It requires a fundamental shift in how we prepare educators to teach emerging technologies. Teachers are the frontline of AI education, yet many currently lack access to structured resources or training tailored to this fast-evolving field. Without the right support, we risk leaving educators overwhelmed and students underprepared.

To help address this, the AI Skills Tools Package – developed as part of the national report – offers practical resources that can be adapted for schools. The AI Skills Framework categorises AI skills into three areas: technical (such as prompt writing and low-code automation), responsible and ethical (including bias detection and GDPR compliance), and non-technical (like AI literacy and strategic planning). These are mapped across entry, mid, and managerial levels, making the framework highly relevant for teachers, school leaders and curriculum designers.

Building confidence from the ground up

To bridge the gap between policy and practice, we need strong partnerships between schools, universities and industry. These collaborations can help translate complex AI concepts into meaningful, age-appropriate learning experiences. By working together, we can build confidence and critical thinking from the ground up – empowering teachers to guide students through both the opportunities and ethical challenges of AI.

The AI Skills Adoption Pathway Model, also part of the toolkit, outlines nine stages of AI integration – from initial exploration to strategic scaling. This model can help schools assess where they are in their AI journey and plan professional development accordingly. The accompanying Employer AI Adoption Checklist can be adapted for educational settings, helping institutions evaluate readiness, identify gaps and build inclusive strategies for AI education.

Ethics and inclusion must be central

AI education must go beyond coding and data analysis. It must also foster ethical awareness, helping students understand the societal impacts of AI – from algorithmic bias to data privacy and responsible innovation. Embedding these principles early on is vital to ensure that future generations are equipped to navigate the complex moral terrain of AI technologies.

Moreover, we must ensure that AI education is inclusive. Our report highlights the importance of targeted support for underrepresented groups, including women, ethnic minorities and students with disabilities. If implemented thoughtfully, AI in schools can help close digital divides rather than widen them.

Turning policy into practice

The government’s announcement is a promising start, but implementation will be key. We need clear guidance, sustained funding and a national framework for teacher development. This includes professional learning opportunities, curriculum resources and access to expert networks.

The UK has a unique opportunity to lead in AI education. We have world-class universities, a vibrant tech sector and a strong tradition of public service. But to succeed, we must ensure that teachers are not left behind. Only then can we turn policy into practice – and prepare every student to thrive in an AI-driven future.

By Dr Nisreen Ameen, Director of the Digital Organisation and Society (DOS) Research Centre, Royal Holloway, University of London.