Artificial intelligence in education (often abbreviated as AIEd) is a subfield of educational technology that studies how to use artificial intelligence to create learning environments. Considerations in the field include data-driven decision-making, AI ethics, data privacy and AI literacy. Concerns include the potential for cheating, over-reliance, equity of access, reduced critical thinking, and the perpetuation of misinformation and bias. == History == Efforts to integrate AI into educational contexts have often followed technological advancement in the history of artificial intelligence. In the 1960s, educators and researchers began developing computer-based instruction systems, such as PLATO, developed by the University of Illinois. In the 1970s and 1980s, intelligent tutoring systems (ITS) were being adapted for classroom instruction. The International Artificial Intelligence in Education Society was founded in 1993. Coinciding with the AI boom of the 2020s, the use of large language models in the global north has been promoted and funded by venture capital and big tech. Companies creating AI services have targeted students and educational institutions as customers. Similarly, pre-AI boom educational companies have expanded their use of AI technologies. These commercial incentives for AIEd use may be related to a potential AI bubble. In the U.S., bipartisan support of AI development in K-12 education has been expressed, but specific implementations and best practices remain contentious. == Theory == AIEd applies theory from education studies, machine learning, and related fields. A 2019 review of the previous decade of studies found that most research prioritized technological design over pedagogical integration. Ouyang and Jiao (2021) propose three paradigms for AI in education, which follow roughly from least to most learner-centered and from requiring least to most technical complexity from the AI systems: AI-directed, learner-as-recipient: AIEd systems present a pre-set curriculum based on statistical patterns that do not adjust to learner's feedback. AI-supported, learner-as-collaborator: Systems that incorporate responsiveness to learner's feedback through, for example, natural language processing, wherein AI can support knowledge construction. AI-empowered, learner-as-leader: This model seeks to position AI as a supplement to human intelligence wherein learners take agency and AI provides consistent and actionable feedback. Some scholars place AI in education within a socio-technical framework. This positions AI alongside other emerging educational technologies, such as computing, the internet, and social media. The framework of Tsao, Heinrichs and Camit (2025) draws on new materialism and posthumanism, specifically Donna Haraway's concept of sympoiesis (making-with). This perspective views learning as an entanglement of human and non-human actors (students, teachers, and AI algorithms), where knowledge is co-composed in contact zones between human context and algorithmic prediction. AI agents have been trained on biased datasets, and thus continue to perpetuate societal biases. Since LLMs were created to produce human-like text, algorithmic bias can be introduced and reproduced. AI's data processing and monitoring reinforce neoliberal approaches to education rather than addressing inequalities. == Applications == Uses of generative AI chatbots in education have included assessment and feedback, machine translations, proof-reading exam question generation and copy editing, or as virtual assistants. Emotional AI in education is the study and development of systems that can detect learners' emotions or provide emotional support in learning. == Usage == === Schools and educators === Following the release of ChatGPT in November 2022, some schools and large school districts blocked access to the site and issued warnings that the use of such tools would be seen as cheating. Governmental and non-governmental organizations such as UNESCO, Article 4 of the European Union's AI Act, and the U.S. Department of Education have published reports advocating for specific AIEd approaches. National higher-education bodies have also published guidance on generative AI, including Ireland's Higher Education Authority, which issued a policy framework for higher education teaching and learning in December 2025. In 2024, UNESCO released updated global guidance for generative AI in education, emphasizing ethical use, teacher training, and data protection to ensure responsible integration of AI tools in learning environments. According to Taso (2025), policy implementation in higher education is interpreted and enacted differently by various organizations. These decentralized policies can lead to inconsistent enforcement and confusion among students regarding what constitutes acceptable use, with the burden of ethical navigation falling on individual teachers and students. AI integration in classrooms has created new forms of invisible labour for educators, who must navigate ambiguous policies, redesign assessments to be AI-resilient, and adjudicate potential academic integrity violations. The use of AI detection tools has also been criticised for creating an adversarial relationship between students and institutions, where students may be falsely accused of misconduct based on probabilistic software. AIEd advocates say that efforts should be made towards increasing global accessibility and training educators to serve underprivileged areas. === Students === Reliance on generative AI has been linked with reduced academic self-esteem and performance, and heightened learned helplessness. Algorithm errors and hallucinations are common flaws in AI agents, making them less trustworthy and reliable. According to a 2025 survey from Inside Higher Ed, 85% of higher education students use generative AI technology in some way, with 25% using AI to complete assignments for them. The most common reason cited for using AI to cheat was pressure to get high grades. 97% of students wanted some form of action from schools on the threat to academic integrity caused by AI, with the most popular options being clearer policies and more education about ethical uses of AI. In September 2025, The Atlantic published an op-ed from a high school senior arguing that the normalization of AI cheating was eroding critical thinking, academic integrity, creativity, and the shared student experience.
Environmental impact of AI
The environmental impact of the design, training, deployment and use of artificial intelligence includes the greenhouse gas emissions from generating electricity for data centres and computing hardware, operational and upstream water use, and material impacts from hardware manufacturing, mining and electronic waste. Estimating AI's environmental effects can be difficult because results depend on how impacts are measured, including whether accounting includes only model computation or also data-centre overhead, idle capacity, hardware manufacture, and local electricity supply. As these issues have received greater attention, governments and regulators have increasingly considered data-centre reporting requirements, energy-efficiency standards, and broader transparency measures for AI-related resource use. == Carbon footprint and energy use == AI-related energy use arises at multiple stages, including model training, fine-tuning, inference, storage, networking, and supporting infrastructure such as cooling and power conversion. === Individual level === Published estimates of energy use per AI request vary widely across models, tasks and measurement methods. A benchmark study presented at the 2024 ACM Conference on Fairness, Accountability, and Transparency found substantial differences between task types, with lower energy use for some text tasks and much higher energy use for image generation in the study's test conditions. In that benchmark, simple classification tasks consumed about 0.002–0.007 Wh per prompt on average (about 9% of a smartphone charge for 1,000 prompts), while text generation and text summarisation each used about 0.05 Wh per prompt; image generation averaged 2.91 Wh per prompt, and the least efficient image model in the study used 11.49 Wh per image (roughly equivalent to half a smartphone charge). First-party measurements in production environments have also been published. A 2025 Google study on Gemini assistant serving reported median per-prompt energy, emissions, and water-use estimates under the authors' accounting framework, while noting that different system boundaries can produce substantially different results. The study reported a median text-prompt estimate of about 0.24 Wh, which is roughly as much energy as watching nine seconds of television. The study also stated that software and infrastructure improvements reduced energy use by a factor of 33 and carbon emissions by a factor of 44 for a typical prompt over one year within the authors' framework. Researchers at the University of Michigan measured the energy consumption of various Meta Llama 3.1 models released in 2024 and found that smaller language models (8 billion parameters) use about 114 joules (0.03167 Wh) per response, while larger models (405 billion parameters) require up to 6,700 joules (1.861 Wh) per response. This corresponds to the energy needed to run a microwave oven for roughly one-tenth of a second and eight seconds, respectively. Comparisons between AI systems and human labour for specific tasks have produced mixed results and remain sensitive to assumptions about output quality, workload and system boundaries. A 2024 study in Scientific Reports reported 130 to 2900 times lower estimated carbon emissions for selected AI systems than for human writers and illustrators under its assumptions. A later Scientific Reports paper reported a counterexample for programming tasks under its assumptions, finding 5 to 19 times higher estimated emissions for the evaluated AI system than for human programmers on the benchmark used in that study. === System level === ==== Energy use and efficiency ==== AI electricity intensity depends not only on model architecture but also on hardware and facility efficiency. Data-centre operators commonly report Power usage effectiveness (PUE), which measures the ratio of total facility energy to IT equipment energy; a lower PUE indicates less overhead energy for cooling and other supporting infrastructure. Operators may also publish metrics and case studies on hardware efficiency, cooling systems and power sourcing. In its 2024 environmental report, Google stated that its 2023 total greenhouse gas emissions increased 13% year over year, primarily because of increased data-centre energy consumption and supply-chain emissions, while also reporting lower PUE than industry averages for its own facilities. The International Energy Agency has also reported that data centres remain a relatively small share of global electricity use overall, but that their local effects can be much more pronounced because demand is geographically concentrated. ==== Carbon footprint ==== At system level, AI contributes to rising electricity demand in data centres and related infrastructure. The International Energy Agency estimated that data centres used about 415 TWh of electricity in 2024, or around 1.5% of global electricity consumption, and projected that data-centre electricity use could rise to about 945 TWh by 2030, with AI identified as the main driver of that growth alongside other digital services. The carbon footprint of AI systems depends strongly on electricity sources, hardware efficiency, utilisation rates, and what stages are included in the accounting. Training large models can require substantial electricity, while total lifecycle impacts also depend on deployment scale and the amount of inference performed after training. Early analyses of frontier-model development reported rapid historical growth in training compute for selected systems, although later trends have depended on changes in model design, hardware and efficiency gains. Accounting methods that include upstream or embodied impacts, such as hardware manufacture and facilities construction, can materially affect estimates of AI-related emissions. === Decisions and strategies by individual companies === Large technology companies have reported that the expansion of AI and cloud infrastructure affects their sustainability targets, electricity demand, and resource use. Google, for example, attributed part of its emissions growth in 2023 to increased data-centre energy consumption and supply-chain emissions in its 2024 environmental report. Cloud and AI companies have also announced measures intended to reduce environmental impacts, including investment in more efficient hardware, low-carbon electricity procurement, alternative cooling systems, and water stewardship programmes. The extent, comparability, and third-party verification of such disclosures vary between firms and jurisdictions. == Water usage == Data centres can use water directly for cooling and indirectly through the water used in electricity generation, depending on the local energy mix. Public reporting on data-centre water use has often been inconsistent, making comparisons between operators and regions difficult. To standardise operational reporting, The Green Grid proposed the metric water usage effectiveness (WUE), defined as annual site water use divided by IT equipment energy use. WUE does not by itself measure local water stress, source sustainability, or all upstream water impacts. Studies of AI water use also distinguish between water withdrawal and water consumption. Research on AI-specific water use has argued that the water footprint of AI systems can be difficult to observe and may vary substantially by location, cooling design, and electricity source. A 2025 Communications of the ACM article summarised methods for estimating AI water footprints and emphasised the distinction between water withdrawal and water consumption. Li and colleagues estimated that global AI water withdrawal could reach 4.2–6.6 billion cubic metres in 2027 under the scenarios examined in their article. Using GPT-3, released by OpenAI in 2020, as an example, they estimated that training the model in Microsoft's U.S. data centres could consume about 700,000 litres of onsite water and about 5.4 million litres in total when offsite electricity-related water use was included; they also estimated that 10–50 medium-length GPT-3 responses could consume about 500 mL of water, depending on when and where the model was deployed. Published prompt-level estimates have also varied by system and accounting framework: the 2025 Google study on Gemini assistant serving reported a median text-prompt estimate of about 0.26 mL under its framework. Location can materially affect the significance of data-centre water use. Research on U.S. data centres found that one-fifth of servers' direct water footprint came from moderately to highly water-stressed watersheds, while nearly half of servers were fully or partially powered by plants located in water-stressed regions. A 2025 Reuters report, citing data from Verisk Maplecroft and NatureFinance, said that an average mid-sized data centre uses about 1.4 million litres of water per day for cooling and that Phoenix would experience a 32% increase in annual water stress if currently pl
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