New SQA research reveals complex attitudes towards AI among Scottish learners

Thursday 30 October 2025

SQA has published the findings of its largest consultation with learners on artificial intelligence in education, revealing nuanced attitudes that challenge assumptions about young people's relationship with AI technology. 

The comprehensive survey of 2,687 learners from schools, colleges and training providers across Scotland represents the next stage in SQA's ongoing consultation work to understand how AI is impacting Scottish education. Following previous research with educators in 2023 and 2024, this study provides crucial insights into learner experiences and perspectives. 

While 64% of learners report having used AI to some extent, their engagement is characterised by caution rather than enthusiasm. The research reveals a generation who are digitally literate, ethically conscious, and seeking proper guidance on responsible AI use. 

Donna Stewart, Scotland’s Chief Examining Officer, said: ‘This research has provided an invaluable platform for Scottish learners to share their experiences and concerns about AI in education. Their voices reveal sophisticated thinking about the opportunities and challenges AI presents and will help inform our future approach to supporting both learners and educators.’ 

The findings highlight several key themes that will shape future discussions about AI in Scottish education. ChatGPT emerged as the dominant tool among the 122 different AI platforms identified by respondents, with learners primarily using AI for research, summarising information, and generating ideas rather than completing work directly. 

However, significant barriers to adoption remain. Sixty-two percent of respondents were concerned about being perceived as cheating, while half doubted the trustworthiness of AI-generated content. Notably, learners demonstrated awareness of AI's broader implications, with substantial numbers citing environmental concerns about water and energy usage, ethical issues around data consent, and social impacts on employment and creativity. 

The research reveals important demographic variations in AI attitudes and usage. Male learners showed more positive attitudes and higher usage rates, while learners from Black and minority ethnic backgrounds were less likely to have used AI. Significantly, learners with additional support needs or disabilities expressed particular interest in AI's accessibility benefits, with some describing how tools like Grammarly assist with dyslexia. 

The findings also reveal a significant information gap, with 79% of learners getting most of their AI information from social media rather than educational sources. This has prompted calls from learners themselves for better guidance and training on responsible AI use. 

Many respondents emphasised that AI could be valuable "if used correctly," with students calling for moderated use and proper education about verification methods. Several learners specifically praised AI's potential to support those with additional learning needs, while others expressed concern about over-reliance affecting critical thinking skills. 

Environmental consciousness featured prominently throughout responses, with learners demonstrating detailed knowledge of AI's carbon footprint and water usage. This awareness often directly influenced their decisions about whether to use AI tools. 

Simon Allan, Head of Research and Evaluation at SQA, said: ‘This research was designed to help us understand learner views of AI, and to give SQA and our successor, Qualifications Scotland, a solid evidence base for future policy making. We are publishing this important research as a contribution to wider educational policy debates around AI, and as part of our ongoing commitment to transparency in research.’ 

‘The findings will help inform future policy decisions while maintaining open channels of communication with learners. However, the research has also identified key themes and topics for future discussion within Scottish education, including the need for clearer guidance on appropriate AI use, better digital literacy education, and frameworks that distinguish between legitimate support and academic misconduct. The survey findings, alongside our current AI in Assessment stance, will also help to inform the development of learner-focused guidance to provide learners with the support they need to responsibly navigate the use of AI tools in their qualifications and assessments.'

The full report, "Generative artificial intelligence in Scottish education: Learner experiences and attitudes in Schools and Colleges," provides detailed analysis of learner responses and is available on the Recent Research pages of the SQA website.