Learning happens in context – shaped by national culture, educational systems and the particular ways students encounter new technology. When artificial intelligence enters the classroom, it does not arrive with a single fixed meaning; its role is defined by the young people who use it.
The latest insights from our student Panellists reveal that teenagers around the world have clear priorities when it comes to learning with AI. Students use AI tools frequently, but not blindly; they recognise the benefits of AI – as well as its limitations – and they want to develop the skills that AI cannot replicate.
When we examined the data, we noticed that in some countries, AI is seen as transforming learning completely; in others, it is approached with more caution or indifference. Students in Egypt reported unanimous enthusiasm for AI’s learning benefits, whilst their peers in the United States and the United Arab Emirates expressed more measured opinions. Some countries valued human teachers overwhelmingly; others viewed AI and educators as complementary.
Understanding these geo-specific attitudes helps to clarify what students actually need from AI integration in the classroom, rather than what adults assume they need.
Key Takeaways
- Australia and Egypt lead in heavy AI use, with 67% of Panellists reporting frequent usage, substantially above the UK (46%) and India (25%).
- Egypt stands alone in its enthusiasm for AI in education, with 100% of respondents reporting that AI “extremely” improves their learning, an outlier compared with all other countries surveyed.
- The US diverges on the importance of human teachers, with only 33% rating them “extremely important” compared with a global baseline of 60%.
- The UAE values writing skills far above maths (4/5 vs 2/5) in an AI-heavy world – the widest gap observed and suggesting strong national priorities around literacy in an AI-driven future.
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What Is The Panel?
The Panel is a global initiative from the Oxford Scholastica Academy, built from a select group of students aged 13 to 18. All findings reported in this article are based exclusively on the latest responses provided by Panellists.
Working with Panellists from over 30 countries, we explored how teenagers feel about AI in education. We asked what skills matter most to them, whether they want more AI training in school, how much they rely on AI tools for their studies and how confident they feel using them.
Which Countries Use AI Most Frequently?
Usage frequency varies widely by country. Some regions lean toward consistent daily use; others show more sporadic engagement. Norway reports the highest “almost every day” usage, while Germany, Australia and Egypt show very high “often” usage. Malaysia and the US have the largest “rarely” groups, and Canada has the largest “never” share.
“I want my work to be produced by me, not AI. Even if it’s difficult, I want it to be authentic to me and my voice.”
Heavy AI Users by Country
When looking specifically at heavy AI users – students who report using AI “often” or “almost every day” – Egypt and Australia share the highest proportion at 67%, substantially above other heavy-use countries. The UK sits at 46%, close to the international average, while India records the lowest heavy-user rate at 25%.
These figures suggest that frequent AI use is not yet the norm everywhere, even among digitally connected teenagers.
heavy AI USAGE BY COUNTRY
67%
67%
46%
33%
33%
33%
25%
How Do Teens Feel About AI Improving Their Learning?
When asked whether AI improves their learning, Panel responses split by country.
Egypt stands out as an extreme outlier, with 100% of respondents saying AI improves their learning “extremely” – a level of enthusiasm unmatched elsewhere. In contrast, UAE and US responses cluster around more modest benefits: UAE at 67% “slightly” and 33% “moderately”; US at 33% “moderately” and no “extremely” responses at all.
India and Australia display more varied opinions. In both countries, responses spread across “slightly”, “moderately” and “very”, reflecting mixed experiences rather than consensus. The Philippines, meanwhile, registers a high proportion of “extremely” responses comparable to Egypt.
“In my experience, AI has helped provide answers as well as room for elaboration when you want to dig deeper into a subject. It gives feedback and enhances your understanding of the topic you’re tackling, which creates room for critical thinking and deep analysis.”
These patterns suggest that national context – whether shaped by curriculum design, teacher attitudes or cultural expectations of technology – plays a significant role in how students perceive the practical impact of AI on their studies.
How Important Are Writing and Maths in an AI-Heavy Future?
Panellists from the UAE place the highest importance on strong writing skills (4 out of 5) and rate strong maths skills much lower (2), indicating a strong national preference for writing over maths in an AI-heavy future.
The Philippines and the UK rate writing and maths more closely: the Philippines at approximately 3.33 for writing and 3.17 for maths; the UK at 3.1 for writing and 2.46 for maths. Both show more balanced perceived importance between the two skills compared to the UAE.
The UAE shows the widest gap between writing and maths importance of any country surveyed, indicating a strong preference for writing skills in an AI-driven future.
India reports the lowest importance for both writing and maths (2 each), implying these basic skills are seen as less critical there in an AI-heavy future compared with other heavy-use countries. The difference between UAE’s writing emphasis and India’s lower ratings for both skills suggests substantial geographical variation in how students view foundational academic competencies in the context of AI.
How Important Are Human Teachers Compared With AI?
Most heavy-use countries (UAE, Australia, United Kingdom and India) show a strong preference for “extremely important”: the UAE is unanimous at 100%, and the UK, Australia and India all have over 57% in this category.
The US is an outlier with a dominant “very important” response (67%) and no “moderately important” responses, indicating less enthusiasm about human teachers compared with AI but still strong preference for human teachers.
Panellists from the Philippines display a more balanced view: 20% “moderately important” and equal 40% shares for both “very important” and “extremely important”, suggesting more distributed opinions on the role of human teachers versus AI.
Countries That Diverge Most
The United Arab Emirates is a clear outlier, with 100% of students rating human teachers “extremely important” (a +40% divergence from the global average), showing exceptionally strong preference for human teaching over AI.
The United States shows a large negative divergence (-27%) with only 33% rating “extremely important”, indicating significantly less emphasis on human teachers relative to the global baseline.
Australia and the UK also fall above the global average (“extremely important” at 67% and 63% respectively), while the Philippines and India are closer to or slightly below the global benchmark. These divergences suggest that cultural context and educational system design influence how teenagers view the balance between human instruction and AI tools.
| Country | % Extremely Important | Δ vs Global |
|---|---|---|
| United Arab Emirates | 100% | +40% |
| Australia | 67% | +7% |
| United Kingdom | 63% | +3% |
| India | 57% | -3% |
| Philippines | 40% | -20% |
| United States | 33% | -27% |
Percentage rating human teachers “extremely important” and divergence from global average. UAE shows exceptional support; the US shows significantly less emphasis.
What These Patterns Mean for Families and Schools
The geographical splits in how teenagers view AI in education reveal more than technical preferences. They reflect deeper cultural attitudes about the role of teachers, the value of foundational skills and what constitutes meaningful learning in an AI-enabled world.
Parents and educators making decisions about AI adoption should consider not only what the technology offers but also how young people in their region understand and relate to it.
Understanding these regional differences helps families and schools make informed choices about balancing AI tools with human instruction, deciding which skills to prioritise and recognising that enthusiasm or scepticism about AI often reflects broader educational values rather than simple technological optimism or resistance.
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By Oxford Scholastica Academy
Since 2013, Oxford Scholastica’s award-winning programmes have empowered thousands of students to seize the future. We have welcomed bright students from around the globe for more than a decade, giving them the edge to help them succeed, find their purpose and make a difference in the world.
