As artificial intelligence (AI) rapidly finds its way into classrooms, questions are growing over how the technology can improve learning without undermining the role of teachers. Dr Adam Edmett, Head of EdTech Innovation at the British Council, has more than three decades of experience in educational technology, teaching and digital learning. He believes AI can support education by generating content, providing feedback and personalising learning, but cannot replace the human connection at the heart of effective teaching. During a recent visit to Kathmandu, he spoke with Republica’s Sara Pahari about AI’s impact on education, the risks of uncritical adoption and how Nepal can ensure the technology benefits all learners. Excerpts:
You have spent nearly three decades working in education, research and digital learning. What changes are you seeing with the growing use of AI, particularly among teachers?
The changes have been rapid, especially in English education. One of the biggest concerns is that adoption has outpaced training. Globally, around 75 percent of teachers say they use AI, but only about 20 percent have received formal training. If 75 percent of people were driving cars and only 20 percent had learned how to drive, we would see that as a serious problem.
In Nepal, I have been encouraged by what I have seen. Teachers involved in the AI4Ed project have demonstrated innovative uses of AI. One teacher with a multilingual classroom, for example, used AI to create translated learning cards and develop classroom games. Those kinds of tools simply were not available a few years ago and can make learning more engaging for students.
Students are increasingly relying on AI for assignments and answers. How can it be used as a learning tool rather than a shortcut?
Banning AI is unlikely to work because it is so widely accessible. Instead, we need to rethink the tasks we give students. If a student is asked to write a generic essay, they can simply generate an answer with ChatGPT and submit it. No learning takes place.
Part of the solution is developing AI literacy. We need students to understand when AI is helping them perform a task and when it is preventing them from learning. Learning often requires struggle, reflection and critical thinking. I recently used AI to fix animation issues in a presentation. That was fine because I did not need to learn the mechanics of PowerPoint. But education is different. We need to ensure AI supports learning rather than replacing it.
Private school teachers place an ultimatum to withdraw decision...
Looking specifically at Nepal, how ready is the country to embrace AI in education?
I have only been here a few days, but what I have seen has been encouraging. Research from the AI4ED (funded with UK International Development from UK government) project shows that more than three-quarters of teachers are already using AI despite limited training. There is clear interest and willingness to experiment.
The research also highlights some gaps. Women were less likely to use AI, often because family and household responsibilities left them with less time to engage with new technologies. Age was another factor, with older teachers generally less likely to adopt AI. Overall, the enthusiasm is there. The challenge is ensuring that adoption happens within clear guidelines for safe and responsible use.
What should Nepal prioritise as it expands the use of AI in education?
There is no single priority. Access to AI must go hand in hand with AI literacy, ethics, privacy protections and accountability. People need to know how to identify bias, question AI-generated information and recognise that AI systems can make mistakes or fabricate information. A balanced approach is essential. Focusing on one area while neglecting others can create new problems.
There is growing concern that AI could eventually replace teachers. Does that concern you?
No. AI will change teaching, but it will not replace teachers. Teaching involves much more than delivering information. Teachers provide emotional support, build relationships and help students develop as people. AI cannot replicate those human qualities. What does concern me is the global teacher shortage. In some regions, there may be pressure to replace missing teachers with AI systems. That would be a mistake and could deepen existing inequalities.
How can a country like Nepal ensure AI does not create new inequalities in education?
The issue goes beyond AI. It involves infrastructure, connectivity, devices and digital literacy. There are also less visible divides. Even when people have access to the same technology, differences emerge. For example, paid AI tools often offer more advanced features and stronger privacy protections than free versions. Addressing inequality therefore requires both investment in infrastructure and attention to the different levels of access and opportunity that exist within digital environments.
What do people most misunderstand about AI in education?
Many people see AI as a silver bullet. We have seen this with previous waves of educational technology. New tools arrive and are presented as solutions to all educational challenges. AI is powerful, but it will not solve every problem. Education systems change slowly, and that is often a good thing because they are responsible for the wellbeing and development of children.
What is the one thing good teaching offers that AI cannot replicate?
The personal connection. AI can analyse a student's work and provide useful feedback, but it does not understand the student's context, challenges or aspirations. Teachers do. The most promising future is one where AI and teachers complement each other, combining technological capability with human understanding.
What should an ideal AI-enabled classroom look like?
Much like a good classroom today, with the teacher at the centre. AI should support learning, not replace human interaction. Encouragingly, some AI developers are already responding to concerns from educators. Rather than simply providing answers, newer systems increasingly guide students through problems using questioning and dialogue. That kind of approach is far more aligned with how learning actually happens.
Is there anything else you would like to emphasise about AI and education?
What has impressed me most in Nepal is the critical mindset of teachers. AI is most valuable when people use it thoughtfully rather than accepting its outputs uncritically. One teacher told me that ChatGPT or Gemini generated 10 ideas for a lesson, but she rejected eight because they were not suitable for her students. The willingness to question and evaluate AI-generated content is really promising. You can refer to a research report entitled AI4ED Nepal: Quality Education Service Delivery through Innovation for more detail about AI's role in education.
