UK government declines to introduce EdTech standards as classroom tech expands unchecked
The government’s refusal to introduce enforceable standards for educational technology leaves children’s rights secondary to commercial interests, as new research reveals mixed impact of AI and EdTech in schools.
Following a debate in the early hours of the morning on amendments to the Children’s Wellbeing and Schools Bill, the UK government has rejected calls to introduce clear standards for the technology children use daily in classrooms.
The government confirmed only that it would “consider consulting” on a certification scheme for generative AI tools in education but stopped short of any committment to clear, enforceable standards for regulated technology that is used daily by children and teachers.
A policy gap with real consequences
The amendments respond to growing concern that EdTech is being rolled out in classrooms without sufficient evidence of educational benefit, adequate safeguards for children, or clear accountability for government. This is a significant policy gap, especially as the government continues to encourage schools to adopt digital tools – yet has no framework to assess whether those tools actually work for children.
“These amendments were intended to give the government a grip on what is actually being used in classrooms. Their rejection leaves children’s education, wellbeing and rights secondary to the commercial interests of tech companies expanding into the education market.”
Colette Collins Walsh, Head of UK Affairs at 5Rights
The commercial interests at stake are substantial. Recent court documents in the United States have made those strategies explicit, revealing how Google views schools as a a “pipeline of future users” by embedding products early and cultivating brand loyalty “for life”.
The reality in classrooms
A child using Google Classroom for a geography lesson can quickly be directed beyond a single application and into other environments that may be less secure, more distracting, and outside effective oversight.
New research from a joint project by 5Rights and LSE’s joint Digital Futures for Children research centre, which draws on evidence from over 450 children and teachers from across the UK, shows that the impact of educational technology in schools is mixed and uneven. While EdTech and AI are now widely used across core curriculum areas, interim findings point to a rise of social-media-style features such as gamification, points, rankings, and comparison tools in the classroom. These features can support learning and creativity, but also raise serious concerns about widening digital inequalities and the quality and reliability of AI-driven tools.
During the debate the Minister, Baroness Smith, argued that “Whether a tool improves learning is not a universal yes or no question… it will evolve over time as the technology itself develops”.
But any classroom tool claiming to improve learning outcomes should be able to demonstrate this through clear, independent evidence. At present, no such independent measurement framework exists.
The continued absence of statutory standards and accountability is indefensible. Children, parents and teachers deserve better.
The final research from 5Rights and the Digital Futures for Children centre will be published in Spring 2026, with initial findings presented on 12 February 2026 at LSE (6:30–8pm GMT, in person and online).