‘Teaching the AI-Native Generation’ published by Oxford University Press

/ erineuroscience

New research from Oxford University Press reveals that over half of UK pupils struggle to identify AI misinformation. Key findings from the latest report, Teaching the AI-Native Generation, released on the 15th of October 2025, include:

πŸ’‘ UK teenagers seek support from teachers to identify trustworthy AI content.
πŸ’‘ 60% of pupils are concerned that AI tools may encourage copying rather than original work.
πŸ’‘ Young people recognise that AI supports skills development but also express important concerns.

It is an honour to be featured in both Forbes and the Oxford University Press report Teaching the AI-Native Generation, where my co-author, Olga Sayer, and I contributed insights on the evolving role of students and educators in an AI-driven world.

The following is the Forbes article, published on 15 October 2025, featuring our perspectives:

https://tinyurl.com/y5r844ca

…and here is the Oxford University Press report, in which Olga Sayer and I shared our reflections on the findings, contributing to the ongoing dialogue on preparing and empowering AI-native learners:

Teaching_the_AI_Native_GenerationDownload

Both the report and the article capture a key moment in education, where human cognition and artificial intelligence are learning to coexist, influencing how students think, create, and grow.

𝑻𝒉𝒆 π’‡π’π’π’π’π’˜π’Šπ’π’ˆ π’”π’†π’„π’•π’Šπ’π’ π’π’–π’•π’π’Šπ’π’†π’” π’Žπ’š π’„π’π’π’•π’“π’Šπ’ƒπ’–π’•π’Šπ’π’ 𝒕𝒐 both 𝒓𝒆𝒑𝒐𝒓𝒕s:

‘π‘Šπ‘’ π‘Žπ‘Ÿπ‘’ 𝑀𝑖𝑑𝑛𝑒𝑠𝑠𝑖𝑛𝑔 π‘‘β„Žπ‘’ π‘Ÿπ‘–π‘ π‘’ π‘œπ‘“ π‘Ž 𝑛𝑒𝑀 π‘›π‘’π‘’π‘Ÿπ‘Žπ‘™ π‘”π‘’π‘›π‘’π‘Ÿπ‘Žπ‘‘π‘–π‘œπ‘› – π‘™π‘’π‘Žπ‘Ÿπ‘›π‘’π‘Ÿπ‘  π‘€β„Žπ‘œπ‘ π‘’ π‘π‘œπ‘”π‘›π‘–π‘‘π‘–π‘œπ‘› 𝑖𝑠 π‘π‘™π‘œπ‘ π‘’π‘™π‘¦ π‘π‘œπ‘›π‘›π‘’π‘π‘‘π‘’π‘‘ π‘€π‘–π‘‘β„Ž π‘Žπ‘™π‘”π‘œπ‘Ÿπ‘–π‘‘β„Žπ‘šπ‘  π‘Žπ‘›π‘‘ π‘€β„Žπ‘œπ‘ π‘’ π‘π‘’π‘Ÿπ‘–π‘œπ‘ π‘–π‘‘π‘¦ 𝑖𝑠 𝑖𝑛𝑓𝑙𝑒𝑒𝑛𝑐𝑒𝑑 𝑏𝑦 π‘‘π‘–π‘”π‘–π‘‘π‘Žπ‘™ π‘π‘œπ‘‘π‘’. π‘‡β„Žπ‘’ π‘‡π‘’π‘Žπ‘β„Žπ‘–π‘›π‘” π‘‘β„Žπ‘’ 𝐴𝐼 π‘π‘Žπ‘‘π‘–π‘£π‘’ πΊπ‘’π‘›π‘’π‘Ÿπ‘Žπ‘‘π‘–π‘œπ‘› π‘Ÿπ‘’π‘π‘œπ‘Ÿπ‘‘ 𝑏𝑦 𝑂π‘₯π‘“π‘œπ‘Ÿπ‘‘ π‘ˆπ‘›π‘–π‘£π‘’π‘Ÿπ‘ π‘–π‘‘π‘¦ π‘ƒπ‘Ÿπ‘’π‘ π‘  π‘ β„Žπ‘œπ‘€π‘  π‘‘β„Žπ‘Žπ‘‘ π‘‘π‘œπ‘‘π‘Žπ‘¦β€™π‘  𝑠𝑑𝑒𝑑𝑒𝑛𝑑𝑠 π‘Žπ‘Ÿπ‘’ 𝑏𝑒𝑔𝑖𝑛𝑛𝑖𝑛𝑔 π‘‘π‘œ π‘‘β„Žπ‘–π‘›π‘˜ π‘Žπ‘™π‘œπ‘›π‘”π‘ π‘–π‘‘π‘’ π‘šπ‘Žπ‘β„Žπ‘–π‘›π‘’π‘  – π‘”π‘Žπ‘–π‘›π‘–π‘›π‘” 𝑓𝑙𝑒𝑒𝑛𝑐𝑦 π‘Žπ‘›π‘‘ 𝑠𝑝𝑒𝑒𝑑 𝑖𝑛 π‘π‘Ÿπ‘œπ‘π‘’π‘ π‘ π‘–π‘›π‘” π‘–π‘‘π‘’π‘Žπ‘ , 𝑦𝑒𝑑 π‘ π‘œπ‘šπ‘’π‘‘π‘–π‘šπ‘’π‘  π‘™π‘œπ‘ π‘–π‘›π‘” π‘‘β„Žπ‘’ π‘‘π‘’π‘π‘‘β„Ž π‘‘β„Žπ‘Žπ‘‘ π‘π‘œπ‘šπ‘’π‘  π‘“π‘Ÿπ‘œπ‘š π‘π‘Žπ‘’π‘ π‘–π‘›π‘”, π‘žπ‘’π‘’π‘ π‘‘π‘–π‘œπ‘›π‘–π‘›π‘”, π‘Žπ‘›π‘‘ π‘‘β„Žπ‘–π‘›π‘˜π‘–π‘›π‘” 𝑖𝑛𝑑𝑒𝑝𝑒𝑛𝑑𝑒𝑛𝑑𝑙𝑦, π‘€β„Žπ‘–π‘β„Ž π‘π‘Ÿπ‘–π‘›π‘”π‘  π‘šπ‘’π‘‘π‘Žπ‘π‘œπ‘”π‘›π‘–π‘‘π‘–π‘£π‘’ π‘ π‘˜π‘–π‘™π‘™π‘  π‘–π‘›π‘‘π‘œ π‘“π‘œπ‘π‘’π‘ . π‘‡β„Žπ‘’ π‘Ÿπ‘’π‘π‘œπ‘Ÿπ‘‘ π‘Ÿπ‘’π‘šπ‘–π‘›π‘‘π‘  𝑒𝑠 π‘‘β„Žπ‘Žπ‘‘ π‘‘β„Žπ‘’ π‘‘π‘Ÿπ‘’π‘’ π‘β„Žπ‘Žπ‘™π‘™π‘’π‘›π‘”π‘’ π‘Žβ„Žπ‘’π‘Žπ‘‘ 𝑖𝑠 π‘›π‘œπ‘‘ π‘šπ‘Žπ‘ π‘‘π‘’π‘Ÿπ‘–π‘›π‘” π‘‘π‘’π‘β„Žπ‘›π‘œπ‘™π‘œπ‘”π‘¦ 𝑏𝑒𝑑 π‘ π‘Žπ‘“π‘’π‘”π‘’π‘Žπ‘Ÿπ‘‘π‘–π‘›π‘” π‘‘β„Žπ‘’ π‘‘π‘’π‘π‘‘β„Ž π‘œπ‘“ β„Žπ‘’π‘šπ‘Žπ‘› π‘‘β„Žπ‘œπ‘’π‘”β„Žπ‘‘ 𝑖𝑛 π‘Žπ‘› π‘Žπ‘”π‘’ π‘œπ‘“ π‘ π‘¦π‘›π‘‘β„Žπ‘’π‘‘π‘–π‘ π‘π‘œπ‘”π‘›π‘–π‘‘π‘–π‘œπ‘› π‘Žπ‘›π‘‘ π‘Žπ‘Ÿπ‘‘π‘–π‘“π‘–π‘π‘–π‘Žπ‘™ 𝑖𝑛𝑑𝑒𝑙𝑙𝑖𝑔𝑒𝑛𝑐𝑒’.