No guidance as schools face new technology

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By interviewing 40 people from Swedish lower secondary schools, including students, teachers, principals, and educational developers, researchers at the University of Gothenburg have been able to reveal that AI is seen as having potential to improve learning. Meanwhile, teachers in particular worry about how to prevent cheating and ensure fair assessment.

The researchers highlight that schools’ attitudes toward AI are also shaped by Sweden’s long tradition of digitalisation in education. At the same time, there is an ongoing political debate emphasising more traditional learning methods, such as handwriting and reading printed books.

Today, schools are left to handle AI-related questions independently and are encouraged by the Swedish National Agency for Education to create their own clear guidelines for how to approach AI. There are working examples for support, but currently no national policies in place. 

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This creates uncertainty and significant variation between schools, which ultimately reduces the equity of students’ educational development.

The researchers argue that for AI to be used effectively in education, coordinated efforts are needed from policymakers, along with increased support for teachers and school leaders. It is not just a question of technology, but also about how we want schools to prepare students in a digital age.

Text: Agnes Ekstrand