New research from Oxford University Press (OUP) reveals teenagers are unclear over appropriate use of AI in their education. While only four in ten (44%) think it is cheating to use AI to complete all of their homework, almost one in five also think it is cheating to simply ask an AI tool to give them homework tips. Students are calling for more support from schools with just 15% stating they have been given enough guidance.

Almost 4,000 13–18-year-olds took part in the research, which surveyed 3,100 teenagers across the UK, as well as additional qualitative studies conducted with more than 700 students in UK schools.

Qualitative studies indicate young people are hesitant about using AI as default for schoolwork

In qualitative studies, students were asked to complete a simple written exercise and offered the choice of using a generative AI tool if they wished. Of those who had access to AI, almost three quarters (72%) decided not to use it. Of those who didn’t have access, less than a quarter (23%) said they would have liked to have used an AI tool if they had been able to do so. Reasons varied, with many students stating they preferred to express their own opinion than use AI.

The qualitative studies mirror survey findings, which highlight that young people do not use AI as a default for their homework with only one in four (24%) regularly seeking out AI tools. Furthermore, one in three (34%) only use AI tools to help with their homework if suggested by their teachers compared to just 13% who are influenced by their friends.

Students want teachers to use AI in lessons but value teacher’s skills which AI can never replace

The new report, which follows OUP’s previous 2025 research into student attitudes to AI in education, reveals that over three-quarters of school children (77%) would like to see their teachers use AI to support their class in lessons. Key areas include using AI to make complex work easier to understand and lesson planning. Pupils also emphasised their teacher’s unique value however, with 73% pointing to a skill their teacher has which AI can never replace such as personability, empathy, and human understanding.

Dr Alexandra Tomescu, Head of Product AI for Oxford University Press, said ‘Whilst the research highlights that the appropriate use of AI is still a grey area for students, it’s reassuring to see young people’s sophisticated attitude towards AI. Both the research and qualitative studies show AI is not necessarily a default for all students, and despite being excited about its impact on their education they still inherently value the role of their teachers and look to school for guidance. It’s vital therefore that we support teachers with the resources and tools they need to responsibly guide their pupils and harness AI’s potential in the classroom.’

Despite concerns, school are pupils excited about the opportunity AI offers for their education

Four in ten students (39%) are more excited than worried about the impact of AI on their education, compared to 16% who said they were more concerned and less than one in three (30%) who felt neither way. When asked what helps them learn more effectively when using AI, the majority expressed preferences for AI tools that suggested tasks they can do to help them understand the subject better (44%) or asked them questions to help them reach the answer on their own (41%), compared to just one in five wanting an AI tool to give them the answer straight away.

A teacher from an Academy in South-East England, who took part in the research, said “From talking to the students about Generative AI – something that I probably would not have done – it is clear that they are using it widely but not always effectively. However, it is also clear that they see it as a tool and not a replacement for putting in some effort. Doing this has prompted me to have a discussion with the technology team in school in terms of perhaps extending any of the AI work we are doing as teachers to include groups of students.”

OUP launches trial of new AI planning tool to support teachers

To support schools, OUP has updated its AI information resource site for teachers and published a new report, which hears from students and teachers across the country on their attitudes and approaches to AI in education. OUP has also launched the trial of a new AI tool Plan Assist, to help teachers save time by being able to create personalised resources based on trusted Oxford content. Plan Assist will enable teachers to create custom materials such as lesson plans, glossaries, flashcards and more. The tool will be available for AQA GCSE Sciences and AQA GCSE French via its Kerboodle platform initially as OUP works with teachers to gather feedback and recommendations before rolling it out more widely.

3,100 students aged 13–18 across the UK were surveyed in May 2026 by strategic insights agency Opinium.

An additional 704 students across 20 schools in the UK took part in the qualitative studies conducted by Oxford’s Educational Research Forum in May 2026.