Exploring the Potential: Artificial Intelligence in Further Education
Executive Summary
Overall, the findings in this report reflect a further education sector that is actively engaging with both the opportunities and challenges presented by generative artificial intelligence. Colleges recognise that AI is increasingly influencing how learners learn, how staff work, and how organisations operate. While practice remains at an early and uneven stage, and confidence varies across curriculum areas and roles, there is clear momentum towards using AI to support teaching, learning, learner well-being, and organisational efficiency. At the same time, colleges are becoming more aware of the ethical, safety and safeguarding considerations associated with AI, although these are not yet embedded consistently in the learner experience.
Staff and learners were increasingly using AI to support learning, planning, feedback and organisational efficiency. Learners commonly used AI to summarise information, support understanding and structure written work, particularly when working independently. Many learners, including those with additional learning needs, described how AI helped them to build confidence and manage the demands of their courses. Teacher use of AI was developing, with early adopters using tools to support lesson planning, differentiation, resource creation, and formative feedback. However, practice was uneven across curriculum areas.
A strong and recurring issue across colleges was a lack of clarity for learners about acceptable AI use, particularly in relation to assessed work. Learners reported receiving mixed messages from teachers, often reinforced by fear-based narratives around AI detection tools. In many cases, guidance was delivered primarily at induction and not routinely revisited, contributing to anxiety and, for some learners, avoidance of AI even where it could support learning. This uncertainty was compounded by inconsistent guidance from awarding bodies, leading to cautious approaches to summative assessment and emerging recognition in a few colleges that longer-term assessment redesign may be necessary.
Leadership and strategic approaches to AI varied. In stronger examples, senior leaders positioned AI as a strategic enabler aligned with teaching, learning, inclusion, and organisational efficiency, supported by governance structures and professional learning. Elsewhere, implementation was more fragmented and driven by individual enthusiasm. AI was increasingly used to support business support and administrative functions, improving efficiency and access to services. Leaders were also becoming more aware of emerging challenges relating to cost, access and sustainability, with early discussions of whether more collaborative or sector-wide approaches could support consistency and equity.
Ethical, safety and safeguarding considerations were increasingly recognised but less consistently embedded in the learner experience. Learners showed emerging ethical awareness, including concerns about over-reliance, bias and originality, but opportunities to develop critical AI literacy in a systematic way were limited.
The findings indicated that while the FE sector is at an early and uneven stage of adopting AI, there was clear momentum. The greatest impact was evident where AI use was guided by clear purpose, consistent messaging and ongoing dialogue with learners, underpinned by leadership, ethical clarity, and collaboration across the sector.