60% UK schools haven't spoken to students about using AI in schoolwork or homework (Internet Matters, 2024).
54% of children using generative AI do so for schoolwork and/or homework.
The use of ChatGPT among children for homework assistance increases with household income. For instance, 11% of children in households earning less than £10,000 per year have used ChatGPT, compared to 45% in households earning £80,000 or more
41% children classed as vulnerable use ChatGPT for schoolwork and/or homework.
This reliance may suggest that vulnerable children are leveraging generative AI to overcome certain learning barriers or enhance their learning experience. However, it could also indicate that these children may be struggling in school and not receiving the support they need, leading them to use ChatGPT as a recourse. Vulnerable children are at a greater risk of online harms and teachers often find it difficult to respond to their varied needs.
44% of children actively engaged with gen. AI, incl. half of 13-14-year olds.
Parents who are excited about generative AI see it as an avenue for learning and creativity, and some believe it is good for helping their children with schoolwork. However, there is concern among parents that children might lose the ability to do or think for themselves if they rely too much on AI for homework
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Assessing generative A.I. through a collaborative autoethnography
King's research has been published in Frontiers in Education, and presents an evocative narrative into the journey of “how a non-technology lecturer begins to employ generative artificial intelligence in the development of teaching and learning materials.” The emotions of fear, followed by rapid experimentation, as well as the lapse and ultimate recovery align with key stages of the Gartner Hype Cycle for Emerging Technologies.
Further, several instances of behaviours that may be explained through the concept of problematic uses of Internet related technologies (PUI), including those that may be considered manifestations of addictive behaviours were identified. This unintended and unexpected consequence informs educators and management teams to be conscious of the potential impact on staff and student wellness.
About Stephen K. King SFHEA
Stephen King was an Assistant Professor at Middlesex University Dubai between 2017-2025. He is recognized as an award-winning academic and researcher with multiple papers presented both within the UAE and internationally, particularly focusing on AI, digital communications, and higher education.
King's extensive engagement with Artificial Intelligence is evident across various facets of his career. Academically, he has co-authored AI-integrated syllabusses, module narrative, course content, and assessment design, including the AI usage policy, for the "Artificial Intelligence & Digital Media Communications" module at Middlesex University. His scholarly work includes a 2023 refereed high-impact report co-authored with J. Prasetyo, titled "Assessing generative A.I. through the lens of the 2023 Gartner Hype Cycle for Emerging Technologies: a collaborative autoethnography," which was published in Frontiers in Education.
Professionally, Stephen King is a volunteer member of the Professional Working Group (UK) on Artificial Intelligence for the PR and Communications Association (PRCA), a role he has held since 2023. He has also served as a consultant for various AI ed-tech companies, advising on business development opportunities within the education and content creation industry, an area increasingly impacted by AI.
King frequently shares his expertise on AI through moderating panels and delivering presentations at various conferences and events. His moderated panels include:
- "The rise of AI in creative industries" at the Culture Summit Abu Dhabi (2025, pending).
- "Ethical AI: Balancing Innovation, Privacy, and Security in the Age of Artificial Intelligence" (2024).
- "Navigating the Realm of Generative AI: Lived Experiences, Ethical Dilemmas, and Resources" (ACARI 2023).
- "AI in education: Navigating transformation and potential" (ACARI 2023).
- "A.I. and Personalization: Crafting Messages for Individual Audiences" (Communicate AI Conference, 2023).
His working papers and presentations demonstrate practical applications and research into AI's impact on education and communications:
- "The Future of Assessment in AI-Impacted Classrooms," a working paper based on ethnographic action research (2025).
- "Integrating Generative AI Tools in Advertising Education for enhanced Student Outcomes," a working paper based on action research (2024).
- "A Collaborative Inquiry into Integrating Artificial Intelligence into Curriculum Design," a working paper that was later published (2023).
Stephen King also contributes to public discourse on AI through various media outlets. He has been featured in Economix on "Science lessons turned sci-fi: The future of education rule book" (2024). In 2023, he contributed to articles discussing "How AI could transform the advertising pitch game" (Campaign Middle East) and "How can HR navigate the challenge of ChatGPT?" (The HR Observer).
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