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The rapid proliferation of artificial intelligence (AI) tools in education – ranging from large language models to adaptive learning platforms – raises pressing questions about teacher readiness, pedagogical integrity and the future of classroom practice.

This report shares findings from an investigation funded by the British Curriculum Forum that explored how teachers at a UK independent secondary school perceive, utilise and require support to integrate AI into their professional practice. Through on-site fieldwork, the study gathered empirical evidence to assess current levels of preparedness and to identify ways to support teachers in adopting AI technologies. The findings contribute to ongoing policy debates about AI literacy within the English education workforce and the strategic implementation of AI tools across the sector.

Summary

This investigation explored how secondary school teachers at a UK independent secondary school in the south west of England perceive, utilise and require support to integrate artificial intelligence (AI) technologies into their professional practice. Five focus group discussions were conducted, each group comprising a purposively selected sample of the 16 participants. These covered a range of disciplines, including psychology, mathematics, history and modern languages. The cohort comprised 13 teachers, two senior leaders with teaching responsibilities and one participant in an academic support role. Using a six-phase thematic analysis, and mapping the findings to the UNESCO AI Competency Framework (2024), the study revealed a complex interplay of optimism and concern surrounding the integration of AI in education.

Key findings indicate the following.

• Most teachers are at the ‘Acquire’ level of AI competence – they are aware of AI’s potential but lack the practical skills to implement it effectively.
• There is a willingness to engage with AI, particularly for administrative tasks and content creation, but concerns remain about its impact on pedagogy and ethical use.
• Teachers face challenges such as uneven AI literacy, difficulty identifying best practices and ethical uncertainties.
• Some evidence of progression towards the ‘Deepen’ level was noted (for example adapting pedagogy, human-centred values), but none reached the ‘Create’ level, which involves designing and leading AI-enhanced practices.

Findings highlight a clear need for structured support and professional development to build confidence and competence in using AI in education.