A major review by the Digital Futures for Children Centre (DFC) at the London School of Economics has found that over 2,100 studies on educational technology (EdTech) failed to examine real-world classrooms and overlooked safety questions. The report, backed by the 5Rights Foundation, warns that schools are embracing digital learning tools without knowing the potential damage to children's wellbeing, development, and rights.
Lack of evidence on real-world impact
The DFC reviewed 56 bodies of research covering more than 2,100 studies into EdTech impacts. Experts discovered that most research focused only on test outcomes, with little evidence on how EdTech affects children's confidence, motivation, or enjoyment of learning. Only 1% of the studies considered how EdTech is used in the UK, and researchers warned of gaps in evidence for groups such as children with special educational needs.
Professor Sonia Livingstone of LSE, a leading expert on children's rights in the digital age, said: 'Much of the evidence on educational technology has focused on whether it improves academic attainment. That's an important question, but it isn't the only one… We still know far too little about its wider impact on children's wellbeing, development and rights.'
Campaigners call for regulation
Colette Collins-Walsh from the 5Rights Foundation said: 'School canteens can't serve food unless it is proven to be safe and beneficial to children's healthy development, yet we've been introducing digital products into classrooms without holding them to the same standard. Children deserve better. It's time tech had its Turkey Twizzler moment.'
The National Education Union told Metro that the government must apply a 'safety-first' approach to EdTech. General Secretary Daniel Kebede said: 'Gambling with young people's education and wellbeing is not acceptable. The findings of this report make it clear that the benefits of edtech, including AI-based tools, are not automatic and come with serious risks. The government must step in to regulate these tools to ensure a safety-first approach, rather than rushing ahead with projects like the DfE's AI tutoring programme before impacts are properly understood.'
Political reactions
Shadow Education Secretary Laura Trott said: 'Labour had its head in the sand over social media and phones in schools. Let's not repeat the same mistakes. When it comes to children we should follow the evidence.' The Conservative MP expressed concern that the government 'seems determined to double down on EdTech in schools' despite little evidence of improved educational outcomes.
Former Education Secretary Damian Hinds, who launched the Conservative Government's EdTech strategy in 2019, warned: 'There are worries about the sheer amount of time spent on screen-based activities, which is connected to parents' wider screen time concerns, and the role of gamification. Great education is all about great teachers. Technology can and does play a role but it should always be a supporting role. Balance is needed.'
Data privacy and school concerns
The Information Commissioner's Office (ICO) reported significant data privacy and security breaches in 28 EdTech products used in the UK. The National Association of Head Teachers (NAHT) also raised concerns. Head of policy Sarah Hannafin said: 'It is important that products are safe to use, that children's privacy is protected, and that there is a clear understanding of any impact on their development and wellbeing. We have raised concerns that at times there appears to be inconsistency in the government's approach, including between expectations at home and school.'
The Education Committee in the House of Commons is conducting its own inquiry on AI and EdTech. Chair Helen Hayes MP said the technology 'brings risks as well as opportunities' and that 'its deployment should be supported by a clear, values-driven framework for decision making.'
