Cambridge Report Urges Indian Policymakers to Give Teachers Greater Say in School AI Policy

Cambridge University Press & Assessment released the report 'Shaping AI Policy and Practice in English Language Teaching,' recommending that Indian policymakers work closely with teachers to shape school AI policy. Drawing on English language teachers worldwide who were early adopters of generative AI, the report sets out eight key principles, including involving teachers and learners in AI governance, design, procurement, implementation and evaluation. It says teachers' top concern is how to support students to become AI-ready, able to critically analyse AI outputs and question their accuracy.

The report places teacher professional learning and participation in AI governance at the centre of school AI policy, directly affecting how education systems procure and evaluate generative AI tools and how teacher training and AI literacy curricula are designed. For AI education product providers, the emphasis on classroom realities and teacher judgement means school adoption requires more teacher involvement in validation. The report draws on teacher best practices and earlier research without independent quantitative outcome data, so implementation depends on policy execution in each country. School AI policymaking in India and elsewhere may add teacher participation in design, procurement and evaluation, changing how education AI products enter and are validated in schools. Teacher professional learning and AI literacy training may become policy investment priorities, affecting teacher training curricula and school rules for AI tool use.