The latest INTERFACE Reader Survey provides an insight into how teachers are using digital technology, the challenges they face and the skills they want to develop. Responses show teachers are navigating a broad digital landscape, with ongoing needs for reliable technology, useful training and, of course, AI guidance.

A confident profession navigating change

The majority of respondents describe themselves as confident or expert users of digital technology, with four-fifths (80.3%) rating their ability as either confident or expert. However, confidence doesn’t necessarily mean that adopting new tools is straightforward.

Time, access to reliable devices, connectivity and keeping up with rapidly changing technology all feature among the challenges identified by respondents. Several teachers also highlighted the difficulty of deciding which tools are worth investing time in learning.

For those already managing demanding workloads, finding the time to explore and evaluate new technology remains a significant consideration.

AI is becoming part of everyday teaching

AI is now a regular feature of many respondents’ professional lives. More than half (53.6%) report using AI once or twice a week, while nearly a quarter (23.2%) use it daily. Less than one in 10 (7.1%) of respondents say they never use AI in their teaching.

The most common applications are practical ones. Creating resources leads the way, followed by research, quizzes and tests, and lesson planning. Teachers also describe using AI to support communication, develop ideas, provide feedback and adapt materials for different learners.

Google Gemini, ChatGPT and Canva feature prominently among the tools mentioned, alongside a growing range of other platforms.

The responses suggest that AI is being explored primarily as a way to support existing teaching responsibilities, rather than as a replacement for teachers’ professional judgement.

Confidence doesn’t eliminate concerns

While AI use is widespread, levels of confidence vary. Two in five respondents (39.3%) describe themselves as confident users, while a similar number (37.5%) say they do okay. A further 12.5%  identify as experts, with 10.7% describing themselves as having limited confidence.

The open-ended responses highlight a balance between enthusiasm and caution. Teachers see opportunities to reduce administrative workloads, develop resources, personalise learning and provide students with additional support. Some are excited by AI’s potential to improve accessibility and help learners overcome barriers. At the same time, concerns about inaccurate information, over-reliance, academic integrity and the impact on critical thinking appear repeatedly. Environmental costs, bias and the ownership of creative work are also raised.

Barriers to beat: Recurring challenges include:

• Finding time to learn and evaluate new tools.
• Reliable hardware and internet connections.
• Access to suitable devices and paid software.
• Managing the number of available platforms and tools.
• Balancing digital technology with curriculum demands.

Interests extend beyond AI: Other areas include:

• Video editing, filmmaking and music production.
• Coding: JavaScript, web development, robotics, and Micro:bit.
• Google and Microsoft: improving existing productivity and classroom tools.
• Accessibility: Supporting those who need extra assistance.
• Creative tech: 3D printing, vinyl cutting and coding drones.

For many respondents, the central question is not simply whether AI can be used in education, but how it can be used responsibly without undermining the learning process.

Student use raises questions for schools

More than half (53.6%) of respondents say their students are using AI tools, compared with 39.3% who say they are not. Less than one-tenth (7.3%) of respondents are unsure.

School policies are not universal: 58.9% of respondents report having a policy covering student AI use, while 26.8% say their school does not and 14.3% don’t know.

Teachers describe a range of ways to identifying unauthorised AI use, from knowing their students’ abilities and recognising changes in writing style to using in-class assessments and AI detection tools. However, the responses also reflect uncertainty about the reliability of detection methods and the challenge of maintaining authentic student learning in an increasingly AI-enabled environment.

Support through professional learning

When asked how they prefer to learn new digital technology skills, video tutorials and in-person training, workshops and seminars are the most popular choices. Conferences, peer mentoring and live webinars also feature.

The findings reinforce the value of accessible, practical professional learning that teachers can apply directly to their work.

Overall, the survey offers useful insight into the topics and support that matter to readers. It also highlights the importance of continuing the conversation about AI, not just as a technology, but as a tool that needs thoughtful and informed use.

Source: INTERFACE Reader Survey 2026: AI and Digital Technology in Teaching

INTERFACE November 2026