Ten unions representing teachers, school leaders, support staff and specialists across the UK have urgently called for educators and their unions to be involved "at every stage" of AI adoption in education.

In a joint statement UNISON, Unite, UCU, NEU, NASUWT, NAHT, GMB, EIS, UCAC and AEP say:

"Technology is not a panacea. It is a tool. The potential to enhance education for students, educators and society at large depends on the way these tools are designed, deployed, and evaluated. Meaningful educator involvement is needed throughout to ensure that the rapid roll out of AI in education is shaped by professionalism and sound pedagogy."

The statement is published as new polling reveals that the vast majority of parents want education staff to be central at every stage of AI adoption in education.

Parents' levels of trust in educators crosses political divides. More than 8 in 10 (85%) among Conservative voters at the 2024 election, and over 7 in 10 (73%) among Reform voters, trust educators to make decisions about AI in their children's education.

The polling, conducted by Survation, also shows that parent support for educators' involvement is high across all areas:

• Almost 8 in 10 parents (77%) support educators' involvement for monitoring AI impact on pupils.
• Almost 8 in 10 parents (76%) support educators' involvement for setting classroom limits.
• Over 7 in 10 parents (75%) support educators' involvement for deciding which tools are used.
• Over 7 in 10 parents (72%) support educators' involvement for setting AI policies

Fewer than 3 in 10 families (26%) with children who have special educational needs or disabilities have been informed about AI use in their child's education, compared to over 4 in 10 (46%) of other families.

The group of unions say that now is the right time for government, employers, and technology providers to commit to involving educators and their unions at every stage of AI and EdTech adoption.

The joint statement from the unions calls for involvement at every stage of AI deployment and use:

• At the national policy making level: Educators and their representatives must be directly involved in policy formation, bringing educational expertise to define what problems need solving, and whether and how technology is the appropriate solution.
• In the design and development of systems by EdTech providers: Early involvement of educators and their representative unions in developing the technology itself is key to ensuring that EdTech has a positive impact on teaching and learning.
• At the local institution procurement and decision-making stage: At the local institution level, educators and their unions must be in the co-creation of policies and practices, including through collective bargaining and being consulted on procurement.
• At the local deployment and evaluation stages: Implementation must be educator-led, with appropriate professional learning, planning time, and ongoing support. Educators must retain control over teaching decisions so they can decide what works best for their students.