AI in Education Research
New studies, surveys and reports on AI in teaching and learning, summarised in plain English with what they found and what they did not. Updated every day.
By Dan Fitzpatrick, teacher, AI education specialist and bestselling author. Last updated .
The latest AI in education research: a University of Maryland randomised trial with 2,379 undergraduates, published as a working paper on 30 September 2026, found that giving course sections an AI study assistant lowered final grades, mainly because most students used it for direct answers. A National Literacy Trust survey of 40,543 UK pupils found 79% use generative AI.
We include peer-reviewed papers, preprints, government and agency reports and large surveys from credible organisations. Each summary names the authors or publisher, the date and the sample, and says plainly when a paper has not yet been peer reviewed. Newest first.
30 Sep 2026: Randomised trial finds university AI tutor access lowered grades
A University of Maryland team led by Jing Liu published a working paper on 30 September on a randomised trial with 2,379 undergraduates and 30 instructors in autumn 2025. Sections given an AI study assistant saw final grades fall by 0.37 standard deviations, and course platform activity dropped. Only about 15% of students used it, and most requests asked for direct answers.
Why it matters for schools: How an AI tutor is set up matters more than whether it is available. Tools left in a default answer-giving mode may replace effort rather than support it, so teachers should switch on tutoring modes and teach pupils how to ask for feedback.
Limits: This is a single-university working paper that has not been peer reviewed, it measured course grades rather than an independent test, and only 18% of students answered the survey.
18 Aug 2026: Four in five UK teenagers now use generative AI, National Literacy Trust finds
The National Literacy Trust published findings on 18 August from 40,543 young people aged 13 to 18, 2,567 teachers and 3,073 parents in the UK. It found 79% of young people and 81% of teachers use generative AI, up from 58% of teachers in 2025. About 24% of pupils said they copy AI output for homework, and only 33% of teachers had any AI training.
Why it matters for schools: Teacher use has outpaced training, and copying was more common among pupils on free school meals. Schools could prioritise staff training and teach pupils explicitly how to check and build on AI output, with particular attention to disadvantaged pupils.
Limits: The data is self-reported, the report page does not describe sampling or weighting, and it measures use and attitudes rather than effects on learning.
Frequently asked questions
Where can I find the latest research on AI in education?
This page summarises new studies, surveys and reports on AI in teaching and learning, newest first, with a link to each original paper or report.
What is a preprint, and can I rely on it?
A preprint is a paper shared publicly before peer review. It can be valuable early evidence, but its methods and conclusions have not yet been checked by independent reviewers, so treat findings as provisional. We say clearly when an item is a preprint.
How should school leaders use AI research?
Look at the sample size, the setting and the design before applying a finding. A large randomised trial in a similar setting is stronger evidence than a small survey, and one study rarely settles a question on its own.
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