Contributing to the parliamentary conversation on AI in Education

In May 2026, AI in Education submitted joint written evidence to the UK Parliament's Education Committee inquiry into the use of Artificial Intelligence and EdTech in Education. The submission was co-authored with Wellington College Education, drawing on our combined experience working with schools and colleges across both the state and independent sectors.

Read our full evidence submission here 

Parliamentary inquiries shape policy, and it's important that the voices informing that process are grounded in what is actually happening in schools. We identified three systemic risks that we believe deserve serious policy attention: cognitive offloading, where AI completes work but no learning takes place; the erosion of academic integrity, where pupils face a genuine dilemma between using AI and being disadvantaged by those who do; and dehumanisation, where data-centric approaches risk displacing the relationships and human experiences that sit at the heart of good education.

We also made the case that AI literacy cannot be housed solely within computing. It needs to be a whole-curriculum responsibility, woven across subjects and key stages, in the same way we approach reading and literacy.

We called on Government to work with AI in Education and the AI Institute at Wellington to establish a central body for AI research and professional development; publish coordinated assessment guidance across all exam boards; fund equitable access to high-quality AI platforms; develop a national cross-curricular AI literacy framework; and formally recognise the AiEd Certified Framework as a recommended implementation pathway for schools and colleges.

Schools need frameworks that reflect the realities of practice, not just regulatory compliance checklists. AiEd Certified exists to fill that gap - developed by practitioners, for practitioners, and now recognised at the highest level of national policy discussion.