| Title: |
Young People's Use of Generative AI to Support Literacy in 2025 |
| Language: |
English |
| Authors: |
Irene Picton; Christina Clark; Francesca Bonafede; National Literacy Trust (United Kingdom) |
| Source: |
National Literacy Trust. 2025. |
| Availability: |
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 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
KPMG (United Kingdom) |
| Document Type: |
Reports - Evaluative |
| Descriptors: |
Foreign Countries; Artificial Intelligence; Literacy Education; Digital Literacy; Writing Processes; Student Attitudes; Student Behavior; Adolescents; Student Motivation; Educational Trends; Technology Uses in Education; Student Surveys |
| Geographic Terms: |
United Kingdom |
| Abstract: |
In 2025, National Literacy Trust wanted to increase their understanding of how generative AI tools might be beginning to influence what it means to be literate in the digital age. National Literacy Trust first asked children and young people about their awareness and use of generative AI platforms in their Annual Literacy Survey in early 2023, shortly after the launch of ChatGPT-3 in late 2022. Since that time, many more generative AI tools have emerged, and National Literacy Trust included a broader range of questions on AI in the Annual Literacy Survey in early 2024. The first report, published in the summer of 2024, noted a rapid increase in awareness and use of generative AI tools over the previous year, as well as varying attitudes towards their use. For example, while 2 in 5 young people said they added their own thoughts to AI outputs in 2024, 1 in 5 admitted that they did not check these outputs in case they were wrong. Teacher surveys at the time also presented a mixed picture, with many teachers open to the potential of generative AI for supporting aspects of literacy (such as modelling good writing) but with others concerned about potential negative impacts of these tools on young people's critical thinking and engagement with learning. In 2025, National Literacy Trust wanted to deepen understanding of how generative AI tools might influence what it means to be literate in the digital age. This report builds on the initial findings by looking in more depth at how young people might be using AI to support different aspects of the writing and reading process, as well as asking young people about their attitudes and behaviours when using these tools, and their perceptions of the value of learning to write in the age of AI. |
| Abstractor: |
ERIC |
| Entry Date: |
2025 |
| Accession Number: |
ED675268 |
| Database: |
ERIC |