The Education Endowment Foundation has launched a £2.5 million research fund to examine how generative AI tools such as ChatGPT are affecting the way pupils learn, think, remember, and engage with education.
The new research programme aims to address what the foundation describes as an urgent evidence gap around the use of artificial intelligence in schools. As tools like ChatGPT become more widely used by young people, education leaders are seeking clearer evidence on whether generative AI supports learning or creates new risks for pupils.
The Education Endowment Foundation will use the fund to commission several studies focused on how generative AI influences learning processes and outcomes. The research will explore how pupils use AI for tasks such as summarising content, solving problems, planning essays, drafting written work, and receiving feedback.
A major focus of the programme will be whether pupils are using AI to “offload” important thinking tasks. These may include recall, planning, reasoning, drafting, and problem-solving. The foundation wants to understand whether this type of AI use helps pupils learn more effectively or reduces their engagement with the learning process.
The research will also examine whether generative AI encourages deeper learning or whether it may weaken pupils’ ability to remember and apply what they have learned. There are concerns that overreliance on AI tools could reduce independent thinking, limit resilience, and make pupils less confident in completing academic tasks without digital support.
Another important aim of the fund is to understand how AI affects different groups of learners. The Education Endowment Foundation is particularly interested in the impact on pupils from disadvantaged backgrounds. This is a key concern because new technologies can sometimes widen existing inequalities if access, guidance, and support are unevenly distributed.
The programme comes at a time when AI use among young people is growing quickly. According to a recent National Literacy Trust report, more than two-thirds of 13 to 18-year-olds are already using AI to support literacy and learning. This shows that generative AI is no longer a future issue for education, but a present reality in classrooms and study routines.
Becky Francis, chief executive of the Education Endowment Foundation, said there has been widespread speculation about the potential of generative AI tools to transform teaching and learning. However, she noted that robust evidence on their actual impact has only just begun to emerge, especially for learners under the age of 16.
The foundation hopes the programme will create a clearer and more reliable understanding of how AI affects learning outcomes. This includes looking at knowledge acquisition, working memory, problem-solving, motivation, and resilience. These areas are central to pupil development and long-term educational progress.
The research fund also reflects growing concern about how schools should respond to rapidly changing digital tools. While AI may offer useful support for teachers and pupils, its role in education must be guided by evidence rather than assumptions. The EEF’s programme is designed to help schools, policymakers, and researchers understand both the benefits and risks of AI-supported learning.
For teachers, the findings could provide practical insight into how AI can be used responsibly in classrooms. For pupils, the research may help identify when AI supports learning and when it may interfere with independent thinking. For policymakers, the evidence could support better decisions on guidance, training, and safeguards for AI use in education.
Research teams are being invited to take part in the programme and have until 30 June to submit expressions of interest. The research is expected to begin this year, with the first findings expected in 2027.
The launch of the £2.5 million fund marks an important step in understanding the role of generative AI in education. As tools like ChatGPT become more embedded in learning, strong evidence will be essential to ensure they support pupil progress, protect independent thinking, and avoid widening inequalities between different groups of learners.
