Launch of the Parliamentary Inquiry into AI and EdTech in UK Education

On February 26, 2026, the House of Commons Education Select Committee, chaired by Helen Hayes MP, announced a pivotal new inquiry titled 'The Use of Artificial Intelligence and EdTech in Education.' This cross-party investigation spans the entire English education system, explicitly encompassing universities and colleges alongside schools and early years settings. Hayes emphasized that 'AI and EdTech are already reshaping education, from the early years and secondary school right through to college and university,' highlighting the need to balance extraordinary opportunities with potential risks like inequality and inadequate safeguards.

The inquiry responds to rapid technological shifts, where tools like generative AI are transforming teaching, learning, and assessment. With the call for evidence open until April 10, 2026, it invites submissions from educators, university leaders, students, and industry experts to inform policy recommendations.

Terms of Reference: Focus Areas for Higher Education

The inquiry's detailed terms of reference outline comprehensive scrutiny across four pillars: challenges and opportunities, impact on teaching, impact on learning, and children's digital rights, with repeated references to universities. Key questions probe whether opportunities and risks vary by educational stage, including universities; the adequacy of government frameworks for AI regulation; digital infrastructure readiness; ethical considerations; and prevention of deskilling.

For teaching, it examines AI's role in lecturers' workloads, confidence levels, training needs, and disruptions to assessment validity. On learning, it addresses cognitive impacts, skill development like critical thinking, digital literacy, and access disparities influenced by socio-economic factors.

• How does AI reshape lecturers' daily work, reducing administrative burdens while supporting personalized feedback?
• Are university staff equipped with sufficient initial training and CPD for effective AI integration?
• To what extent do subject-specific curricula in higher education influence AI adoption?

Digital rights emphasize privacy, data regulation by EdTech firms, and safeguards against algorithmic biases, particularly for vulnerable university students.

Surging AI Adoption Among UK University Students

Recent data underscores the inquiry's timeliness: UK university students now complete 48% of study tasks using AI, doubling from 24% in 2024 and surpassing the global average of 44%. An impressive 80% report improved grades, with 43% citing significant gains, and 85% viewing AI positively for higher education—up from 67% last year.

While over nine in ten UK students use AI tools, adoption lags slightly among staff, revealing a growing student-educator divide. A Schools Week survey notes 60% of teachers (including lecturers) use AI for work, over 20% daily.

Lecturers' Embrace of AI: Benefits Amid Confidence Challenges

68% of UK educators now use AI often or always, with 33% daily—above global averages—primarily for productivity and personalized pedagogy. In universities, AI streamlines routine tasks like grading and content creation, freeing time for deeper student engagement. Education Secretary Bridget Phillipson hailed AI as potentially 'the biggest boost for education in the last 500 years' in her January 2026 Bett UK speech.

However, educator confidence is waning: only 27% feel skilled in AI use (down from 37%), and 26% trust their ability to detect AI-generated work (from 42%). Just 30% of UK universities have formal AI policies, though this leads globally. The inquiry will assess CPD needs and training gaps to empower lecturers.

Revolutionizing Assessment Practices in Universities

AI's proliferation challenges traditional assessments like essays, prompting universities to rethink validity and reliability. The inquiry questions how EdTech affects coursework and exams, amid concerns over cheating—nearly 7,000 proven AI misuse cases in 2023-24.

Emerging strategies include AI-proof assessments emphasizing oracy, problem-solving, and viva defenses. HEPI reports advocate strategy over tools, integrating AI to foster creativity rather than erode skills. Universities like Oxford explore AI for personalized feedback, balancing innovation with integrity.

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• Vivid oral exams and group projects to test human insight.
• AI-assisted grading for efficiency, with human oversight.
• Curriculum updates for AI literacy as a core competency.

Digital Infrastructure, Ethics, and Inequality Risks

Many universities face uneven digital infrastructure, exacerbating divides. The inquiry probes government stewardship, ethical AI use, and safeguarding against biases or data misuse. Vulnerable groups, including SEND students transitioning to higher ed, require tailored protections.

30% institutional AI policies signal progress, but disparities persist: rural or low-income students lag in access, potentially widening attainment gaps. Ethical frameworks must prioritize privacy under GDPR and prevent over-reliance that deskills graduates.

Explore faculty positions emphasizing AI ethics at leading UK institutions via our higher ed jobs board.

Government Backing: Investments and Safety Measures

The government commits £23 million to expand EdTech Testbeds from September 2026, testing AI tools rigorously. Phillipson's vision stresses safety, distinguishing AI from unregulated phones and positioning it for inclusion, especially SEND support.

A UK-hosted international AI education summit in 2026 underscores leadership ambitions. Yet, the inquiry critiques if frameworks match pace, urging quality assurance.

Real-World Case Studies from UK Universities

University of Oxford's Generative AI Fund pilots AI in teaching, yielding reports on ethical integration. Cambridge Judge Business School deploys AI for interactive case studies, enhancing executive education.

York St John University shares AI usage examples, guiding ethical assessed work. Southampton mandates AI training for all undergrads, boosting digital fluency. Liverpool-Oxford partnerships retain tech talent via AI curricula.

These exemplify proactive adaptation, informing inquiry evidence.

Stakeholder Views and Participation Call

Students celebrate grade boosts; lecturers seek training. Coursera's Marni Baker Stein notes: 'AI is ubiquitous... continued progress demands training.' Hayes calls for evidence to 'separate AI fact from fiction.'

Submit via university jobs networks or directly to Parliament to shape policy.

Future Outlook: AI-Resilient Higher Education

The inquiry could catalyze national AI standards, curriculum reforms, and funding for unis. Graduates need AI literacy for workplaces; expect REF 2029 AI integrations. Challenges like foreign interference loom, but opportunities abound for innovation.

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• Hybrid assessments blending human-AI strengths.
• Mandatory AI ethics modules.
• Equity-focused infrastructure upgrades.

Career Implications and Next Steps

AI transforms lecturer roles toward mentorship, boosting demand for skilled academics. Check higher ed career advice, rate my professor insights, and higher ed jobs for AI-forward positions. Engage via comments below.

Monitor the inquiry for policy shifts positioning UK universities globally.