Study Finds 83% of Hong Kong Teachers Use AI in Teaching, Far Above Global Average, But Over Half Worry About Student Over-Reliance

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Under the development of digital education, primary and secondary schools in Hong Kong are promoting the transformation of artificial intelligence (AI) education. Oxford University Press published a cross-national research report, finding that the penetration rate of AI teaching tools among Hong Kong teachers is far higher than the global average, and the degree of digital teaching integration is also in a leading position. Although 70% of Hong Kong students already use AI chatbots to assist learning in class, some still worry that over-reliance on AI will weaken their independent learning ability.

📊 Hong Kong’s AI Teaching Penetration Among Global Leaders
The research report titled “Digital learning: insights from the classroom” surveyed over 600 teachers and secondary school students aged 13 to 16 from Hong Kong, the United Kingdom, South Africa and Brazil. For Hong Kong data, 150 students and 100 teachers participated in the survey. The survey found that Hong Kong ranks among the top globally in AI teaching penetration, with as many as 83% of local teachers using AI chatbots to assist teaching, far higher than the global average of 67%. In specific application scenarios, nearly 90% of teachers use AI for lesson preparation, over 80% use it to create teaching materials, and over 70% use it to assist with grading homework, all far exceeding global averages. The survey noted that Hong Kong teachers are more affirming of the long-term value of digital learning, with 60% believing digital teaching can help students develop practical skills for the future workplace, higher than the global average of 48%.

📱 71% of Local Students Use AI Chat Tools in Class
On the student side, a similarly widespread usage trend is shown. 71% of local students use AI chat tools in class, nearly 70% use AI to complete homework, and nearly 50% use AI for revision and exam preparation. In addition, over half of the Hong Kong students surveyed hope to have more digital learning opportunities, and 42% believe technology can make learning easier and more interesting. Compared with global students, Hong Kong students are more adaptable to digital learning models: only 29% worry that electronic devices will cause distraction in learning, far lower than the global average of 47%; 66% rate their screen time as just right.

⚠️ Teachers’ Concerns About AI Persist, Multiple Worries Above International Levels
Despite significant teaching effectiveness, local teachers’ concerns about AI have not subsided, with multiple worries above international levels. The survey shows that 51% of Hong Kong teachers are concerned about the impact of digital tools and screen use on students’ physical and mental health; 52% worry that electronic devices will interfere with students’ classroom performance; 46% worry that students will be distracted as a result. At the same time, 51% of teachers believe that AI applications in the classroom are difficult to effectively supervise. On the student side, some also worry that over-reliance on AI will weaken independent thinking and learning ability.

📚 Teachers and Students Flexibly Switch Modes, Paper Still Preferred
The research also found that Hong Kong teachers and students have established relatively mature teaching thinking, and do not blindly rely on digital tools, but flexibly switch modes according to different scenarios. In contexts such as reading, mathematical calculation and exam preparation, teachers and students still prefer to use paper materials. Hong Kong’s “digital divide” problem is relatively mild, with only 19% of teachers concerned about unequal distribution of digital resources, far lower than the global average of 36%.

💬 Oxford University Press: Teachers and Students Carefully Weigh the Practical Value of Digital Tools
Ye Xiulan, Managing Director of Oxford University Press (China), said the research confirms their classroom observations. As AI reshapes education models, educators are exploring how to responsibly enhance teaching effectiveness. The publisher will continue to invest in developing AI teaching and learning solutions to support teachers’ work. Alex Sykes, Managing Director of International Education at the publisher, said that both teachers and students now carefully weigh how digital tools can add practical value, and combine digital skills with teachers’ professional knowledge to help students achieve better learning outcomes.