Sydney 30 January 2025

As artificial intelligence (AI) dominates national headlines this week, discussions about its transformative potential and societal impact are reaching a fever pitch. Amidst this crucial debate, experts warn that the AI revolution poses a significant threat to educational equity, potentially leaving children from rural and remote areas, and those from lower socio-economic backgrounds further behind.  

The current wave of AI advancements, while promising, also exposes and exacerbates existing disparities in education. Limited access to quality internet and technology in rural and remote areas and unequal access to resources for low-SES families create substantial barriers to AI-powered learning opportunities. As Australia debates the impact of AI on the workforce, Schools Plus emphasises the need to equip students with crucial skills like critical thinking, problem-solving, and digital literacy. 

Matt Esterman, AI Education consultant from The Next Word and 2023 Schools Plus Teaching Awards Fellow says, “It is absolutely essential that all Australian children reap the benefits of the AI revolution. As a nation we cannot afford to have some leaping forward whilst others are left behind. With consistent access to internet-connected devices and well-informed educators we can use AI to open more doors to successful education pathways. Done well, it could be a great leveller of access to opportunities, and it will certainly be an amplifier of the great human educators we have in schools.” 

“The national conversation around AI ethics must also include a focus on educational equity. Ensuring that all children have access to AI-powered learning opportunities is not just a matter of fairness, it’s a societal imperative,” says Lee Casuscelli, Director of Education at Schools Plus. 

The challenges are multifaceted: 

  • Digital divide: Unequal access to reliable internet and technology in rural and remote communities creates a significant barrier to AI-powered education.    
  • Resource disparity: Low-SES families often lack the financial resources to purchase devices, software, and internet access necessary for AI-driven learning. 
  • Teacher training gap: Teachers in under-resourced schools may lack the training and support needed to effectively integrate AI into their classrooms.    
  • Curriculum inequity: Curriculum development and implementation may not adequately address the specific needs and contexts of students in rural, remote, and low-SES communities. 

Experts are calling for urgent and targeted action to address these inequities, particularly in light of the ongoing national dialogue about AI: 

  • Bridging the digital divide: Investing in infrastructure to provide reliable, high-speed internet access to all communities.    
  • Equitable resource allocation: Providing targeted funding and resources to schools in under-resourced areas. 
  • Culturally responsive AI: Developing AI-powered learning tools that are culturally responsive.    
  • Community engagement: Engaging with communities to understand their needs and develop tailored solutions. 

As technology transforms our world, Schools Plus is leveling the playing field for children and young people in low-SES communities across the nation. Through providing tailored support to these communities, kids are getting more learning opportunities to develop essential skills to thrive in the digital age. 

Despite ongoing challenges with unreliable internet and varying staff IT skills, Gunbalanya School, a remote school in West Arnhem Land in the Northern Territory and a partner of Schools Plus, is making significant strides in developing children’s literacy skills through targeted and culturally relevant technology integration that values local Aboriginal knowledge. Students are demonstrating increased engagement and proficiency in basic IT skills, while staff confidence in using technology to enhance teaching, particularly in literacy and numeracy, is growing. The school plans to roll out additional equipment, including Smart Boards and laptops, and embark on a strategic planning process to ensure long-term resource allocation and staff upskilling for continued progress in leveraging technology to improve student outcomes. 

The AI revolution has the potential to transform education, but only if we address the existing inequities that threaten to leave some children behind. The current national conversation about AI provides a crucial opportunity to prioritise educational equity and ensure that all children, regardless of their background or location, have the opportunity to thrive in the age of AI.    

About Schools Plus  

Australian Schools Plus is a national not-for-profit founded in 2014 following a recommendation in the first Gonski Review, which identified a need for philanthropic funding in schools to help close the education gap caused by disadvantage.  

Schools Plus delivers tailored programs to help children facing disadvantage to thrive, focusing on reducing learning gaps and improving wellbeing, particularly for children from rural, regional, and remote areas, First Nations communities, and those affected by crises.   

Backed by philanthropic pioneers such as Kerry Stokes AC, John B Fairfax AO and Nick Fairfax and David Gonski AC, the organisation has raised over $68 million to support more than 500,000 school children and 37,000 teachers with its targeted programs and initiatives.  

Currently, Schools Plus is working towards its goal of providing 150,000 Australian children with the educational opportunities they need to thrive each year by 2027. 

Visit www.schoolsplus.org.au

Media contact  

Desiree Lowe, Media and Communications Officer  

dlowe@schoolsplus.org.au 

0402359347