A new study finds Australian teachers are some of the most prolific users of artificial intelligence (AI) in classrooms across the globe. According to a survey conducted in Australia, 66% of lower secondary teachers said they’ve used AI in the last year. This remarkable figure places the nation fourth highest in terms of teacher AI utilization among members of the Organisation for Economic Co-operation and Development (OECD). This significant increase signals the increasing prevalence and importance of technology in today’s education system and is indicative of a notable change in teaching and learning practices.
The OECD average for teachers using AI is 36%—well below Australian educators’ claimed usage. That means Australian teachers are adopting new technologies faster than teachers in any other country. These teachers use AI mostly to collaborate on lesson plan ideas and content summaries. In reality, 71% of them report these types of tasks as their primary use cases for AI.
AI Usage Trends in Australian Classrooms
In Australia, the AI adoption hype into teaching and learning has been gushed all over with open arms. Over 75% of all lower secondary teachers have embraced AI education tools to improve their lesson planning and content understanding. Although 66% said they had used AI, the areas in which they have applied it show a much lower level of utilization.
The survey data shows that only 9% of Australian teachers have used AI to analyse student performance data. This figure is in stark contrast with the OECD average of 28%. Likewise, only 15% used AI tools to evaluate student tasks, when the OECD average using AI tools for this is 30%. These statistics suggest that Australian educators may still prefer traditional methods for evaluating student progress, focusing rather on enhancing teaching strategies through AI.
Teacher Stress and Job Satisfaction
Even though they were successfully innovative in how they integrated AI, Australian teachers still reported feeling high levels of stress and poor job satisfaction. The survey indicates that lower secondary teachers in Australia experience stress frequently at work, with 34% reporting high stress levels. This number is nearly double the OECD average of 19%. Consequently, Australian educators are the third most stressed cohort in OECD countries.
This heightened stress may be compounded by a notable decline in professional satisfaction since 2015, especially among those within the first decade of their careers. Simply put, many non-HSI educators contend with ever-increasing demands and pressures in their positions. This reality can limit their capacity to maximize the potential of tools like AI.
Yet, in face of these obstacles, Australian teachers continue to be optimistic about their pre-service training. Approximately 70% expressed confidence in the quality of their teacher education, suggesting that many feel well-equipped to navigate the complexities of modern education, including the integration of technology.
The Future of AI in Education
The survey paints a stark picture of the status quo in Australia’s education system. Most importantly, it shines a light on the country’s status as a global leader in AI adoption by educators. Such examples illustrate how teachers are experimenting with new ways to integrate technology into their classrooms. On the other hand, stress and job satisfaction take a toll on effectiveness, so educational stakeholders need to understand that as well.
Lessons from Australian teachers’ experiences with AI highlight what’s possible and what AI just can’t do. Educators are already using the technology for lesson planning and content summarization. There remains a world of room to expand, which includes the infusion of AI in analyzing data and overall assessment. Involving educators in conversations on how these applications can be utilized would create a better understanding of how technology should be integrated into our classrooms.