• 'AI’ tops teachers’ list of priorities but remains a challenge for everyday classroom practice.

• The British Council presents the critical questions educators must ask to ensure Artificial Intelligence serves learning, not the other way around.

The British Council, the UK’s organisation for cultural relations and educational opportunities, is urging educators, learners, parents, and policymakers to ask the right questions about how Artificial Intelligence (AI) is shaping the future of English language learning and assessment. The discussion follows the launch of AiBC, its new AI-powered engine to extend students’ learning beyond live lessons – all within a framework designed to support, not replace, the teacher.

According to the British Council’s latest research, What’s changed in English language teaching?, ‘AI’ ranks first among the issues that teachers consider most important. Yet, paradoxically, it appears last when teachers are asked which topics currently shape their classroom practices. In contrast, ‘assessment for learning’ ranks second and already features prominently in how teachers approach their lessons.

This gap underscores an urgent need: as AI rapidly enters classrooms and assessment systems, educators must lead the conversation on quality, ethics, and accountability to ensure these technologies genuinely serve learners’ needs.

Questions that shape better learning outcomes

To achieve higher-quality outcomes for learners, and to hold new technology (and technology companies) to account, the British Council highlights several critical questions for educators, learners, parents, and policymakers to consider:

1. How can we ensure AI supports teachers rather than replaces them? Technology should amplify the teacher’s impact, giving learners more practice and feedback outside of class and giving teachers more scope to introduce new concepts and focus on complex tasks in class.
2. How do we protect learners’ privacy and ensure inclusivity? Responsible innovation demands transparency: learners’ data must be protected, bias must be identified and mitigated, and inclusivity must be a non-negotiable principle in AI design and deployment.
3. What does fair and transparent assessment look like in an AI-supported world? Automated feedback can expand access and consistency, but systems must be transparent about how decisions are made and accountable to established educational standards.
4. How can AI make learning more accessible for all? For learners who need extra time, flexibility or support, AI can offer a low-pressure, responsive space for practice, creating new opportunities for inclusion and participation.
5. Where should we draw the line between automation and human judgement? The future of assessment depends on maintaining a healthy balance between what machines can measure and what only humans can understand – the nuances and empathy that make communication meaningful.

Principles that guide progress

“Every new technology adoption should be grounded in research and a deep understanding of both students’ needs and each system’s requirements,” said Barry O'Sullivan, Director of English Language Research at the British Council. “Our goal is not only to innovate responsibly, but to ensure AI in education is held to the same high standards of fairness, transparency and integrity that we expect from any form of learning and assessment.”

Through AiBC and its broader research, the British Council continues to advocate for responsible, human-centred innovation – using technology to enrich language learning, empower teachers, and protect the integrity of education systems worldwide.