This report from the OECD is worth a look through. A summary reviews the key findings. These include:
- indication from several studies that Gen AI increases quality of student work but the advantage is obviated when the tool is removed - indicating cognitive debt.
- planned and structured use of Gen AI to improve learning, critical thinking, creativity and collaboration works.
- Gen AI can add to teaching while still supporting teachers' agency
- Gen AI can boost scientific research and streamline institutional operations.
The report has 13 chapters organised into 3 main parts.
There are two introductory chapters before Part 1 (4 chapters) on the topic 'enhancing student learning with Gen AI.
Part 2 has 4 chapters on 'augmenting teachers' performance using Gen AI.
The last part focuses on 'improving system and institutional management' with 3 chapters.
Of note are the following:
- Page 15 - figure 1.1 increase of ChatGPT users as a share of internet users, 2024 to 2025. NZ is 7ths with usage between 30 - 40 %. Stats need to be carefully used - China has very little use of ChatGPT but use their own Gen AIs - DeepSeek, Manus etc.
- Page 17 - figure 1.2 - most students still use gen AI for obtain information, about 1/2 use it to explain terms and concepts. Data from a few European countries only.
- Page 18. figure 1.3 - similar pattern for teachers (German study).
Page 26 - personalised learning discussion.
Annex 1.A provides examples of country strategies and frameworks for Gen AI and two chapters (5 and 6) capturing perspectives from researchers/practitioners
Chapter two - Gen AI for human skills development and assessment: implications for existing practices and new horizons by D. Gasevic and L. Yan is worth putting some time into reading and unpacking.
Part 1 chapters provide case studies, examples and evaluations of various approaches.
- chapter 3 on - dialogue-based AI - implementing the Socratic method with Gen AI
- chapter 4 - fostering collaborative learning
chapter 5 - developing creativity
chapter 6 - AI in education unplugged.
Part 2 has 3 chapters with one as an interview.
Chapter 7 - conceptual framework for teaching -AI teaming
Chapter 8 - transforming from general-purpose to educational-oriented Gen AI
Chapter 9 - Gen AI as a teaching assistant
Chapter 10 - Gen AI to support teachers.
In the last section, chapter 11 covers AI in institutional workflows; Chapter 12 on Gen AI for standardised assessments; and the last chapter on Gen AI and the transformation of scientific research.
Currency is the main motivation to read through this report. Although mostly covering the formalised school and higher education sectors, there is much commonality of use to vocational education approaches.
