Report
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Young People's Use of Generative AI to Support Literacy in 2026

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: Young People's Use of Generative AI to Support Literacy in 2026
Γλώσσα: English
Συγγραφείς: Irene Picton, Christina Clark, Milka Lebsie, National Literacy Trust (United Kingdom)
Πηγή: National Literacy Trust. 2026.
Διαθεσιμότητα: National Literacy Trust. Swire House, 59 Buckingham Gate, London, SW1E 6AJ, UK. Tel: +44-2078-282435; Fax: +44-2079-319986; e-mail: contact@literacytrust.org.uk; Web site: http://www.literacytrust.org.uk
Peer Reviewed: N
Page Count: 29
Ημερομηνία έκδοσης: 2026
Sponsoring Agency: KPMG (United Kingdom)
Τύπος εγγράφου: Reports - Research
Education Level: Elementary Education
Secondary Education
Elementary Secondary Education
Descriptors: Artificial Intelligence, Adolescents, Elementary School Students, Secondary School Students, Adolescent Attitudes, Student Attitudes, Foreign Countries, Writing (Composition), Technology Uses in Education, Thinking Skills, Literacy
Γεωγραφικοί όροι: United Kingdom (England)
Περίληψη: This report builds on the National Literacy Trust's ongoing programme of research into children, young people and teachers' use of artificial intelligence (AI) to support learning and literacy, with reports offering periodic insights into a rapidly evolving landscape. This report combines survey data from 40,543 young people aged 13 to 18 who took part in the Annual Literacy Survey in early 2026, which contained questions about AI, with deeper insights from focus groups consisting of 44 children and young people from 11 primary and secondary schools in England in late 2025 and early 2026. The research explores whether and how young people are using AI, where they see the benefits and risks of AI for thinking and self-expression, and how AI is influencing contemporary writing and reading attitudes and behaviour. Findings suggest a complex and evolving relationship between young people and generative AI. While most were using these tools, many showed a degree of caution, recognising both the benefits for efficiency and learning and the potential drawbacks for creativity, individuality and independent thinking. Some young people were adapting their use in more considered ways, such as by using AI to support understanding and improve their work rather than simply generate answers. However, a sizeable group continued to use AI uncritically, including just copying outputs, while others opted out altogether, sometimes due to concerns about trust and the impact on their thinking and writing. Companion reports include perspectives from teachers, academics and parents, offering a comprehensive view to inform discussions on supporting literacy in the AI era.
Abstractor: ERIC
Entry Date: 2026
Αριθμός Καταχώρησης: ED682727
Βάση Δεδομένων: ERIC
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  Data: National Literacy Trust. Swire House, 59 Buckingham Gate, London, SW1E 6AJ, UK. Tel: +44-2078-282435; Fax: +44-2079-319986; e-mail: contact@literacytrust.org.uk; Web site: http://www.literacytrust.org.uk
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  Data: This report builds on the National Literacy Trust's ongoing programme of research into children, young people and teachers' use of artificial intelligence (AI) to support learning and literacy, with reports offering periodic insights into a rapidly evolving landscape. This report combines survey data from 40,543 young people aged 13 to 18 who took part in the Annual Literacy Survey in early 2026, which contained questions about AI, with deeper insights from focus groups consisting of 44 children and young people from 11 primary and secondary schools in England in late 2025 and early 2026. The research explores whether and how young people are using AI, where they see the benefits and risks of AI for thinking and self-expression, and how AI is influencing contemporary writing and reading attitudes and behaviour. Findings suggest a complex and evolving relationship between young people and generative AI. While most were using these tools, many showed a degree of caution, recognising both the benefits for efficiency and learning and the potential drawbacks for creativity, individuality and independent thinking. Some young people were adapting their use in more considered ways, such as by using AI to support understanding and improve their work rather than simply generate answers. However, a sizeable group continued to use AI uncritically, including just copying outputs, while others opted out altogether, sometimes due to concerns about trust and the impact on their thinking and writing. Companion reports include perspectives from teachers, academics and parents, offering a comprehensive view to inform discussions on supporting literacy in the AI era.
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      – SubjectFull: Elementary School Students
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