Artificial intelligence has rapidly become part of everyday teaching and learning in New Zealand schools, with a new Education Review Office (ERO) report finding that most principals, teachers and students are now using AI—but many are doing so without consistent guidance or clear national standards.
The report concludes that while schools are embracing AI for lesson planning, assessment, administration and learning support, there is an urgent need for a national framework to ensure the technology is used safely, ethically and effectively.
The findings come as AI continues to reshape education around the world, raising new questions about academic integrity, digital literacy, privacy and the future role of teachers.
According to ERO, AI is no longer an emerging technology in schools—it is already being widely used by educators and learners across Aotearoa.
Teachers are increasingly using AI to help prepare lesson plans, create classroom resources, simplify administrative tasks and personalise learning activities, while students are turning to AI to support research, writing and study.
School leaders also report growing interest in AI tools to improve efficiency and reduce workloads.
While many schools see significant opportunities, ERO says approaches vary considerably, with some schools developing their own policies while others are still working out how AI should fit into teaching and learning.
The report recommends developing a nationally consistent framework to help schools navigate AI confidently and responsibly.
ERO says clear guidance would help teachers understand where AI adds educational value, while also addressing issues such as student safety, privacy, academic honesty and appropriate classroom use.
Without consistent expectations, schools risk developing different standards around AI, potentially creating inequities between learners and uncertainty for teachers.
The review suggests any national approach should balance innovation with safeguards rather than attempting to restrict AI altogether.
One of the strongest messages emerging from the report is that AI should support teachers—not replace them.
ERO emphasises that professional judgement, relationships with learners and critical thinking remain fundamental to quality education.
Internationally, education leaders are reaching similar conclusions, arguing AI should enhance teaching while keeping educators at the centre of learning and decision-making.
The report also highlights the need for professional development so teachers feel confident using AI responsibly and helping students critically evaluate AI-generated information.
The rapid growth of AI also presents important opportunities and challenges for Māori education.
AI tools have the potential to support te reo Māori revitalisation, develop bilingual learning resources and improve access to educational materials for kura and Māori-medium education settings.
At the same time, Māori educators have consistently emphasised the importance of ensuring AI systems reflect mātauranga Māori, protect Māori data sovereignty and avoid reinforcing cultural bias.
Many education leaders argue future AI frameworks should be developed in partnership with Māori to ensure technology supports equitable outcomes and recognises Te Tiriti o Waitangi obligations.
The report says schools are no longer deciding whether students will encounter AI—they are deciding how best to prepare them to use it responsibly.
This includes helping young people understand AI’s strengths and limitations, identify misinformation, think critically about AI-generated content and use the technology ethically.
International AI literacy frameworks increasingly recognise these skills as becoming as important as traditional digital literacy.
As artificial intelligence becomes embedded across education, ERO says New Zealand has an opportunity to take a coordinated approach that supports innovation while protecting learners and maintaining public confidence.
Rather than viewing AI as a threat, the report suggests it should be seen as another educational tool—one that requires thoughtful leadership, clear expectations and ongoing investment in teacher capability.
For schools, whānau and policymakers alike, the challenge is no longer whether AI belongs in classrooms, but how to ensure it strengthens learning while preserving the human relationships that remain at the heart of education.
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