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Teachers' Use of Generative AI to Support Literacy in 2025

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Title: Teachers' Use of Generative AI to Support Literacy in 2025
Language: English
Authors: I. Picton, C. Clark, National Literacy Trust (United Kingdom)
Source: National Literacy Trust. 2025.
Availability: National Literacy Trust. Swire House, 59 Buckingham Gate, London, SW1E 6AJ, UK. Tel: +44-2078-282435; Fax: +44-2079-319986; e-mail: contact@literacytrust.org.uk; Web site: http://www.literacytrust.org.uk
Peer Reviewed: N
Page Count: 22
Publication Date: 2025
Sponsoring Agency: KPMG (United Kingdom)
Document Type: Reports - Evaluative
Descriptors: Foreign Countries, Artificial Intelligence, Teachers, Literacy Education, Digital Literacy, Writing Instruction, Teacher Attitudes, Teacher Behavior, Teacher Motivation, Educational Trends, Technology Uses in Education, Teacher Surveys
Geographic Terms: United Kingdom
Abstract: This report aims to update and broaden the understanding of teachers' experiences of teaching reading and writing as the capabilities of generative AI expand and improve. As part of ongoing research considering what it means to be literate in the digital age, the National Literacy Trust have been exploring how generative AI tools might influence, or even redefine, literacy since early 2023. The first reports, published in the summer of 2024, used data from National Literacy Trust's Annual Literacy Survey to explore children, young people and teachers' attitudes and behaviour around using AI to support literacy. This report builds on earlier findings by looking in more detail at teachers' use of AI to support writing and reading, while also exploring frontline perspectives on the benefits and drawbacks of generative AI for literacy to guide future work in this area. When ChatGPT-3 launched in late 2022, early projections around the impact of generative AI focused more on its potential to boost young people's academic progress (such as through more personalised and adaptive learning) than how it might support teachers. More recently (and perhaps reflecting broader concerns around 'screen time'), the discourse has become more nuanced. In early 2025, Education Secretary Bridget Phillipson suggested that, in an educational context, AI was "… less about how children and young people use technology, and more about how we support staff to use it to deliver a better education for children". Against a background of these wider debates, in 2025 findings show that the gap between teachers' and young people's use of generative AI has narrowed, although more young people still report using these tools than those who educate them. At the same time, findings indicate increasing concerns about young people's use of AI, from academic integrity to perceptions of the value of developing writing and reading skills in the age of AI.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED675267
Database: ERIC
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  Data: National Literacy Trust. Swire House, 59 Buckingham Gate, London, SW1E 6AJ, UK. Tel: +44-2078-282435; Fax: +44-2079-319986; e-mail: contact@literacytrust.org.uk; Web site: http://www.literacytrust.org.uk
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  Data: This report aims to update and broaden the understanding of teachers' experiences of teaching reading and writing as the capabilities of generative AI expand and improve. As part of ongoing research considering what it means to be literate in the digital age, the National Literacy Trust have been exploring how generative AI tools might influence, or even redefine, literacy since early 2023. The first reports, published in the summer of 2024, used data from National Literacy Trust's Annual Literacy Survey to explore children, young people and teachers' attitudes and behaviour around using AI to support literacy. This report builds on earlier findings by looking in more detail at teachers' use of AI to support writing and reading, while also exploring frontline perspectives on the benefits and drawbacks of generative AI for literacy to guide future work in this area. When ChatGPT-3 launched in late 2022, early projections around the impact of generative AI focused more on its potential to boost young people's academic progress (such as through more personalised and adaptive learning) than how it might support teachers. More recently (and perhaps reflecting broader concerns around 'screen time'), the discourse has become more nuanced. In early 2025, Education Secretary Bridget Phillipson suggested that, in an educational context, AI was "… less about how children and young people use technology, and more about how we support staff to use it to deliver a better education for children". Against a background of these wider debates, in 2025 findings show that the gap between teachers' and young people's use of generative AI has narrowed, although more young people still report using these tools than those who educate them. At the same time, findings indicate increasing concerns about young people's use of AI, from academic integrity to perceptions of the value of developing writing and reading skills in the age of AI.
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      – SubjectFull: Writing Instruction
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