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:
💡 UK teenagers seek support from teachers to identify trustworthy AI content.
💡 60% of pupils are concerned that AI tools may encourage copying rather than original work.
💡 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:
…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:
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 𝒇𝒐𝒍𝒍𝒐𝒘𝒊𝒏𝒈 𝒔𝒆𝒄𝒕𝒊𝒐𝒏 𝒐𝒖𝒕𝒍𝒊𝒏𝒆𝒔 𝒎𝒚 𝒄𝒐𝒏𝒕𝒓𝒊𝒃𝒖𝒕𝒊𝒐𝒏 𝒕𝒐 both 𝒓𝒆𝒑𝒐𝒓𝒕s:
‘𝑊𝑒 𝑎𝑟𝑒 𝑤𝑖𝑡𝑛𝑒𝑠𝑠𝑖𝑛𝑔 𝑡ℎ𝑒 𝑟𝑖𝑠𝑒 𝑜𝑓 𝑎 𝑛𝑒𝑤 𝑛𝑒𝑢𝑟𝑎𝑙 𝑔𝑒𝑛𝑒𝑟𝑎𝑡𝑖𝑜𝑛 – 𝑙𝑒𝑎𝑟𝑛𝑒𝑟𝑠 𝑤ℎ𝑜𝑠𝑒 𝑐𝑜𝑔𝑛𝑖𝑡𝑖𝑜𝑛 𝑖𝑠 𝑐𝑙𝑜𝑠𝑒𝑙𝑦 𝑐𝑜𝑛𝑛𝑒𝑐𝑡𝑒𝑑 𝑤𝑖𝑡ℎ 𝑎𝑙𝑔𝑜𝑟𝑖𝑡ℎ𝑚𝑠 𝑎𝑛𝑑 𝑤ℎ𝑜𝑠𝑒 𝑐𝑢𝑟𝑖𝑜𝑠𝑖𝑡𝑦 𝑖𝑠 𝑖𝑛𝑓𝑙𝑢𝑒𝑛𝑐𝑒𝑑 𝑏𝑦 𝑑𝑖𝑔𝑖𝑡𝑎𝑙 𝑐𝑜𝑑𝑒. 𝑇ℎ𝑒 𝑇𝑒𝑎𝑐ℎ𝑖𝑛𝑔 𝑡ℎ𝑒 𝐴𝐼 𝑁𝑎𝑡𝑖𝑣𝑒 𝐺𝑒𝑛𝑒𝑟𝑎𝑡𝑖𝑜𝑛 𝑟𝑒𝑝𝑜𝑟𝑡 𝑏𝑦 𝑂𝑥𝑓𝑜𝑟𝑑 𝑈𝑛𝑖𝑣𝑒𝑟𝑠𝑖𝑡𝑦 𝑃𝑟𝑒𝑠𝑠 𝑠ℎ𝑜𝑤𝑠 𝑡ℎ𝑎𝑡 𝑡𝑜𝑑𝑎𝑦’𝑠 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑎𝑟𝑒 𝑏𝑒𝑔𝑖𝑛𝑛𝑖𝑛𝑔 𝑡𝑜 𝑡ℎ𝑖𝑛𝑘 𝑎𝑙𝑜𝑛𝑔𝑠𝑖𝑑𝑒 𝑚𝑎𝑐ℎ𝑖𝑛𝑒𝑠 – 𝑔𝑎𝑖𝑛𝑖𝑛𝑔 𝑓𝑙𝑢𝑒𝑛𝑐𝑦 𝑎𝑛𝑑 𝑠𝑝𝑒𝑒𝑑 𝑖𝑛 𝑝𝑟𝑜𝑐𝑒𝑠𝑠𝑖𝑛𝑔 𝑖𝑑𝑒𝑎𝑠, 𝑦𝑒𝑡 𝑠𝑜𝑚𝑒𝑡𝑖𝑚𝑒𝑠 𝑙𝑜𝑠𝑖𝑛𝑔 𝑡ℎ𝑒 𝑑𝑒𝑝𝑡ℎ 𝑡ℎ𝑎𝑡 𝑐𝑜𝑚𝑒𝑠 𝑓𝑟𝑜𝑚 𝑝𝑎𝑢𝑠𝑖𝑛𝑔, 𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛𝑖𝑛𝑔, 𝑎𝑛𝑑 𝑡ℎ𝑖𝑛𝑘𝑖𝑛𝑔 𝑖𝑛𝑑𝑒𝑝𝑒𝑛𝑑𝑒𝑛𝑡𝑙𝑦, 𝑤ℎ𝑖𝑐ℎ 𝑏𝑟𝑖𝑛𝑔𝑠 𝑚𝑒𝑡𝑎𝑐𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑠𝑘𝑖𝑙𝑙𝑠 𝑖𝑛𝑡𝑜 𝑓𝑜𝑐𝑢𝑠. 𝑇ℎ𝑒 𝑟𝑒𝑝𝑜𝑟𝑡 𝑟𝑒𝑚𝑖𝑛𝑑𝑠 𝑢𝑠 𝑡ℎ𝑎𝑡 𝑡ℎ𝑒 𝑡𝑟𝑢𝑒 𝑐ℎ𝑎𝑙𝑙𝑒𝑛𝑔𝑒 𝑎ℎ𝑒𝑎𝑑 𝑖𝑠 𝑛𝑜𝑡 𝑚𝑎𝑠𝑡𝑒𝑟𝑖𝑛𝑔 𝑡𝑒𝑐ℎ𝑛𝑜𝑙𝑜𝑔𝑦 𝑏𝑢𝑡 𝑠𝑎𝑓𝑒𝑔𝑢𝑎𝑟𝑑𝑖𝑛𝑔 𝑡ℎ𝑒 𝑑𝑒𝑝𝑡ℎ 𝑜𝑓 ℎ𝑢𝑚𝑎𝑛 𝑡ℎ𝑜𝑢𝑔ℎ𝑡 𝑖𝑛 𝑎𝑛 𝑎𝑔𝑒 𝑜𝑓 𝑠𝑦𝑛𝑡ℎ𝑒𝑡𝑖𝑐 𝑐𝑜𝑔𝑛𝑖𝑡𝑖𝑜𝑛 𝑎𝑛𝑑 𝑎𝑟𝑡𝑖𝑓𝑖𝑐𝑖𝑎𝑙 𝑖𝑛𝑡𝑒𝑙𝑙𝑖𝑔𝑒𝑛𝑐𝑒’.