Cambridge calls for teachers to be given a real say in AI policies in schools

A report by Cambridge University Press & Assessment notes that teachers are adopting AI ‘in a vacuum’ and sets out eight principles, ranging from continuing professional development to a critical approach to AI.

Cambridge University Press & Assessment has published a report on AI in the teaching of English as a foreign language, the conclusions of which go beyond this area alone. Its observation: all over the world, teachers around the world are integrating AI without a clear framework or coherent guidelines, and are building on their own, in the field, a practical expertise of what is responsible use. Their main concern is to teach students to judge the answers of the tools rather than using them as a shortcut.

Eight principles

The document recommends involving teachers and learners in AI governance, investing in sustainable professional training, including a critical AI culture in the curriculum, reviewing curricula and assessments, keeping the human goals of education at the centre, building trust through ethical uses and safeguards, preserving teachers' autonomy of judgement and guaranteeing equitable access to quality tools.

For Evelina Galaczi, director of research at the English hub, following the example of teachers is the best way to make AI an effective teaching tool rather than a crutch.