New Brookings report warns: risks of AI in education currently outweigh the benefits
A new report by the Brookings Institution warns that, given current patterns of use, the risks of generative artificial intelligence for students outweigh its potential benefits.
The report, “A new direction for students in an AI world: Prosper, Prepare, Protect”, is based on a year-long global study involving students, teachers, parents, education leaders and technologists in over 50 countries. It examines how generative AI is already shaping students’ learning both inside and outside school, often without clear rules, safeguards or guidance.
According to the authors, while AI can support learning when it is purposefully designed and grounded in sound pedagogy, unchecked use can undermine students’ cognitive, social and emotional development. The report highlights risks related to student safety and privacy, weakened trust in education, growing dependence on technology, and the potential widening of existing inequalities.
For education trade unions, these findings reflect concerns already raised by teachers across Europe. AI tools are increasingly entering classrooms and students’ lives without sufficient involvement of the teaching profession, adequate training, or strong public governance. At the same time, many students are using generative AI extensively outside school, often without support or protection.
The report underlines that this situation is not inevitable. It calls on policymakers, education authorities, technology providers and social partners to act now to change course, focusing on helping students prosper through quality teaching, preparing education systems through professional development, and protecting students through robust safeguards.
From ETUCE’s perspective, any discussion on AI in education must start with teachers’ professional autonomy, strong social dialogue, and safe and secure learning environments. Technology must support teaching and learning, not undermine them.
