Cambridge report urges Indian policymakers to shape school AI policy with teachers

Cambridge University Press & Assessment released a report on October 1 titled 'Shaping AI Policy and Practice in English Language Teaching', recommending that Indian policymakers work closely with teachers to shape school AI policy. The report sets out eight principles, including involving teachers and learners in AI governance, embedding critical AI literacy as a curriculum expectation, reforming curriculum and assessment frameworks, protecting teacher professional judgement, and ensuring equitable access to high-quality tools. It draws on best practices of English language teachers worldwide who were early adopters of generative AI and on earlier Cambridge research on AI and teacher use.

The report puts investment in teacher professional learning and classroom participation at the centre of AI education policy, offering a governance framework for markets such as India where policymaking has lagged behind technological change. For education product practitioners, the emphasis on teacher and learner participation in tool design, procurement and evaluation could change access and evaluation standards for generative AI education tools; for schools and teachers, the eight principles touch curriculum, assessment and equitable access, directly affecting adoption conditions for AI in classrooms. The report is an advisory academic conclusion and does not show that the Indian government has adopted it or launched related programmes. AI education policy discussions in markets such as India may increasingly include teacher professional learning and classroom participation, affecting school procurement and curriculum design. Design and evaluation of generative AI education tools may be required to incorporate teacher and learner input, changing the threshold for entering classrooms.