Artificial intelligence is increasingly reshaping education systems around the world, and New Zealand is no exception. AI-driven lesson planning tools and personalised student learning platforms are just some of the ways that New Zealand classrooms are opening their doors to the introduction of AI. However, this does not come without challenges that need to be addressed if AI is to fulfil its potential in education.
Ultimately, AI is here to stay, and for the education sector to shy away from its potential would be shortsighted. In saying that, there are a number of legislative, social and logistical hurdles to overcome before we can reap AI’s potential in the classroom.
AI provides teachers with a powerful new tool to enhance student learning. Jean Clarke at St. Mary’s College in Wellington, for instance, is already using AI to assist with lesson creation, marking, and providing individualised feedback. Clarke has even developed an AI system with her husband that helps students practice NCEA questions, receiving instant feedback based on assessment rubrics. “The student can do an actual type of NCEA assessment. They can write down their answer, have a good think about how they did, and then it will give them their grade based on the rubrics that are already loaded and then sort of direct them into how they can do better or what it is that they need to do,” she told RNZ.
The technology is also proving valuable for students. Year 13 student Marianna Boless, also at St. Mary’s College, explained how she uses AI to spark ideas when stuck on assignments. “I just put in a prompt and spark some ideas,” she said, adding that while AI can be useful for brainstorming, relying entirely on it would not yield good results.
Michael Bangma, deputy principal at Onslow College, highlighted the potential of AI to tailor learning experiences to individual student’s interests. “Instead of having the whole class learning the same thing, one student could be learning about satellites in space, then another student could be learning about solar panels on a roof, and I can easily make resources that work for both of them… in the past workload-wise that just wouldn’t have been possible,” he said to RNZ.
However, this level of AI integration is still relatively rare in New Zealand schools. While some educators are beginning to embrace AI, the prevailing attitude is more cautious, mostly due to a lack of guidance and resources on how to use it. Benny Pan, a teacher at Rototuna Senior High School, pointed out that the underlying reason behind schools’ slow adoption of AI is that teachers struggle to keep up with its rapid development.
The New Zealand government is aware of AI’s growing role in education and has begun introducing measures to support its adoption into the classroom. The Ministry of Education has emphasised the importance of AI literacy, with curriculum development underway (which will be available from the start of next year) to ensure students are equipped with the digital skills necessary for the future. Ellen MacGregor-Reid, the Education Ministry curriculum centre hautū, notes the importance of AI literacy for students in light of the fact that AI is fast becoming integral to a vast number of industries.
The Ministry’s support extends beyond curriculum updates. New initiatives, such as the Network for Learning (N4L), aim to improve schools’ digital infrastructure, while pilot programs like the Cyber Assistant Tool (CAT) are assessing schools’ cybersecurity and privacy needs. MacGregor-Reid has also highlighted the success of the Manaiakalani Programme, which uses digital tools to support learning and improve student achievement through technology.
The potential benefits of AI in education are significant, but challenges come with bringing it into the classroom. A major concern is the prospect of widening the digital divide. As AI tools become more integrated into schools, students from lower socioeconomic backgrounds may struggle to access the same technology as their peers. This issue is particularly pressing in rural areas, where reliable internet connectivity and funding for digital resources can be limited. Educators like Susana Tomaz (Westlake Girls High School), a former fellow at Unesco’s International Research Centre on Artificial Intelligence, warned AI could exacerbate existing digital inequalities. Targeted policy efforts to bridge this gap will need to be made.
Another major concern is data privacy. Generative AI tools, such as ChatGPT, rely on large datasets, raising questions about how student information is used and stored. The New Zealand Office of the Privacy Commissioner has issued guidelines urging caution when using AI tools, emphasising that personal data should not be entered into AI systems unless explicitly authorised. Schools are advised to update their privacy policies to ensure compliance with the Privacy Act 2020.
Further, there is the challenge of maintaining academic integrity. AI’s ability to generate text raises concerns about plagiarism. Some teachers are turning to AI detection tools, but these systems are not foolproof and often generate false positives or fail to detect subtle AI-generated content. The New Zealand Qualifications Authority (NZQA) has advised schools to remain vigilant, encouraging teachers to use multiple strategies to verify the authenticity of student work.
AI is on its way to becoming a core part of New Zealand’s education system is on its way and the outlook, arguably, looks promising. The Ministry of Education is actively working to ensure that AI and digital literacy become core components of the curriculum. The new Technology Learning Area, set to be introduced in 2025, will provide students with the skills needed to thrive in a digital world, with a focus on critical thinking, ethical AI use, and preparing students for AI-related careers.
As with adopting AI into any industry, it’s imperative to maintain human control and scrutinous oversight on how and when AI is used, and this issue is perhaps more potent in the education sector where it’s the learning, growing, and development of our next generation that’s at stake. MacGregor-Reid stressed that while AI presents exciting opportunities for innovation, human teachers remain central to the learning process.
Ultimately, AI has significant, currently under-tapped potential in the education sector, but human teachers must remain central in forming educative relationships with students.
