Teachers Feel Like “Cheats” Using AI, But Should They?
A new survey has revealed that 44% of UK teachers feel they’re “cheating” when using AI to support their work. At the same time, those who have embraced AI are already reporting significant benefits: reduced workload, lower stress levels, and more time freed up from the mountain of admin that dominates much of modern teaching.
This raises an important question: why are teachers feeling guilty about using a tool that’s demonstrably improving their day-to-day working lives?
From “Cheating” to “Freeing Time”
For decades, teachers have been crying out for relief from paperwork, lesson prep, and the administrative weight that eats into evenings and weekends. AI is beginning to deliver that relief.
The survey found that:
34% of teachers said AI reduced their workload
49% reported feeling less stressed
These aren’t small improvements; they’re meaningful steps towards teacher wellbeing.
Framing AI use as “cheating” misses the point. Teachers aren’t replacing their skills or their passion for education; they’re using technology to take back time. Time to plan more creatively, engage more deeply with students, and focus on the human aspects of teaching that no algorithm can replicate.
Instead of guilt, we should be encouraging teachers to see AI as a professional tool, just as calculators, interactive whiteboards, and online learning platforms once were.
The Challenges for Education Suppliers
For suppliers, these findings highlight a tricky balance:
Teacher confidence: 54% of teachers report a “confidence divide” in their schools around AI. That means suppliers must consider how to support both early adopters and those who are hesitant or sceptical.
Perception problem: If teachers view AI as “cheating,” it creates a barrier to adoption. Suppliers need to invest in clear messaging and evidence that reinforces AI as a support, not a substitute.
Policy and guidance gaps: With only 52% of schools officially adopting AI so far, there’s still a patchwork of policies and training. Suppliers face the challenge of navigating inconsistent institutional approaches.
The Opportunities
But alongside those challenges, there are clear opportunities:
Training and CPD: 55% of teachers said they want more hands-on training. Suppliers who can package practical, accessible training alongside their products will build trust and adoption.
Evidence of impact: Teachers want to see results. Demonstrating how AI reduces workload, improves wellbeing, or enhances student learning will strengthen your value proposition.
Positioning AI positively: The suppliers who succeed will be those who help teachers reframe AI not as a “shortcut,” but as a tool for empowerment, freeing them up to do what they do best: teach.
A Shift in Mindset
The perception of AI in education is still evolving. Yes, there are challenges, from confidence gaps to institutional readiness, but the potential is clear. For teachers, the key is recognising that AI isn’t about doing less, it’s about doing more of what matters.
And for suppliers, the mission is equally clear: support teachers through this shift, equip them with the training and tools they need, and champion AI as a force that empowers rather than undermines their profession.
Because if AI can help reduce workload, lower stress, and give teachers more time to focus on students, then it’s not cheating at all. It’s progress.