Surge in young people’s use of generative AI prompts concerns about literacy skills

National Literacy Trust research revealing young people are increasingly using generative AI to support their learning is cause for concern unless literacy skills improve, the Trust has warned.

According to the survey of 53,000 UK-based children aged eight to 18, young people’s use of generative AI has more than doubled over the last year, with three quarters (77.1%) of 13 to 18 year olds who had heard of generative AI in 2024 saying they used it, up from two in five (37.1%) in 2023.

The Trust says it and teachers are concerned, however, that those using it do not have the critical literacy skills needed to “effectively, critically and safely engage with it”, despite findings that many of those surveyed said they believe generative AI supports their literacy.

Four in 10 said it helps with their writing (39.6%) and a quarter with their reading (23.2%); literacy applications include using it to chat (44.1%), write stories (18.5%) and write poems or lyrics (12.8%).

Teenagers aged 13-18 said the main reason they used generative AI was for entertainment (74.2%), curiosity (71.0%), homework (59.1%) and to help with ideas (49.9%). Although two in five (39.9%) said they checked outputs from generative AI, with half (47.4%) adding their own thoughts to it, a fifth (20.9%) said that, when they use generative AI for homework, they usually just copy what it tells them.

A number of the 1,200 teachers also surveyed recognised the potential for generative AI to boost students’ writing, with two-thirds (64.8%) believing it could model good writing.

However, half (48.9%) remained cautious, warning that it could have a negative impact on students’ overall writing skills. Overall, one third of teachers (37.7%) said they are worried about their students’ use of AI.

Half believe it has the potential to stop children thinking for themselves (56.6%) and four in 10 expressed concerns it could decrease students’ engagement with learning (42.3%). More than half (56%) felt students who weren’t supported to develop the critical literacy skills needed to use generative AI effectively would be at a disadvantage later in the workplace. Eight in 10 teachers (82%) said students should be taught how to engage critically with generative AI tools.

Jonathan Douglas, chief executive of the National Literacy Trust, said of the findings: “From the invention of writing to the invention of generative AI, what it means to be literate has always been changed by the technology we use to communicate. Today, being literate increasingly includes the skills of effectively, critically and creatively engaging with generative AI, yet our education system is struggling to keep pace with its rapid growth and capabilities.

“We must now bring together educators, policy makers and business leaders to redefine what literacy means in our new technological world. Crucial to this will be providing teachers with the guidance, support and training they want and need to equip all children and young people with the critical and digital literacy skills they need to thrive in education, work and society – both today and in the future.”

Following publication of the survey findings, the National Literacy Trust is publishing a new, free resource to help inform and support teachers who are interested in learning more about generative AI, its potential role in literacy and exploring recommended generative AI tools, which can be accessed here.