Sydney and Barker Institute review of 271 studies finds Australia lacks local evidence on school GenAI

A global review by the University of Sydney and the Barker Institute, spanning 271 studies from more than 45 countries, found that Australia has little local evidence to guide decisions about generative AI in schools. The review says GenAI use is often associated with increased interest, engagement, motivation and self-efficacy, and reduced learning-related anxiety, but it is not clear whether these affective gains translate into better learning outcomes.

The review gives schools, teachers and education product providers a verifiable evidence boundary: affective gains are common but cannot be equated directly with improved learning outcomes. For Australian schools, the lack of local evidence means procurement and classroom deployment decisions lack local research support; for AI education products, effectiveness claims need stricter independent verification. Australian schools lack local research for GenAI deployment and procurement decisions, relying more on overseas evidence or vendor materials. AI education products that use affective indicators such as interest and engagement as proof of effectiveness need independent verification at the learning-outcome level.