AI, Equity and the Future of Learning

The Problem

Artificial intelligence is changing how knowledge is accessed, interpreted and produced. Young people are already using AI for explanations, feedback, drafting and decision-making. However, this shift is happening unevenly - and largely without young people shaping how it is understood or governed.

A new divide is emerging. It is not only about access to tools, but about the quality of platforms available, the ability to evaluate AI-generated information, and the confidence to use these tools safely and effectively. Young people experiencing disadvantage are more likely to rely on lower-quality tools and receive less guidance.

At the same time, schools and systems are still working out how to respond. Policy discussions often focus on restriction and compliance, while building AI-capability receives little attention. There is also limited evidence about how young people are using AI in their learning, what needs it is meeting, and what challenges it creates.

Without deliberate action, AI risks reinforcing existing educational inequities. If we are to maintain progress towards Sustainable Development Goal 4 – Quality Education, it is essential to understand how AI is shaping young people's learning practices and what their concerns and hopes for AI-enabled learning are.

This project asks a clear question: how can AI-enabled learning expand learning opportunity rather than deepen divides?

This project has been co-designed with 40+ young people, educators, policymakers and tech experts. We ask:

Is AI literacy becoming a new dividing line in who can access high-quality learning and opportunity?
What capabilities must young people develop so AI strengthens - rather than substitutes for - deep thinking, and how can these be supported equitably?
What would it take for AI to level the playing field in learning, and who must act to make that happen?

By centring young people’s lived experience and expertise - and creating structured feedback loops with education and technology leaders - the project aims not only to address emerging inequities early, but to ensure young people have a meaningful stake in the conversations, evidence building and decisions shaping their learning futures.

Our Project Plan

This is the first phase of a youth-centred, collaborative mixed methods project.

Research Partnership
This project is a collaboration with Learning Creates Australia.

Co-Research Model
Five diverse young people are employed as co-researchers to co-design research instruments, facilitate peer engagement, interpret findings and co-present insights, ensuring the inquiry is conducted with young people, not on them.

Data Collection
Using participatory workshops and in-depth interviews the project is generating rich data that delves into the present and (desired) future role of AI according to students who have experienced interruptions to their education or other forms of vulnerabilisation or disadvantage that is known to impact on learning.

The findings will be channelled into an intergenerational futuring workshop to develop scenarios to guide policy and practice on AI for equity in education.

Advisory Circle
We draw on an Advisory Circle of local, state and national organisations and experts to create structured feedback loops between design, emerging insights and institutional decision-making. This circle includes leaders across schools, national bodies (e.g. ESA, AITSL), government (Ed depts, curriculum/assessment authorities, National AI Centre), EdTech (e.g. Google for Education), Unis and admissions bodies (e.g. Swinburne, VTAC, UAC), Not-for-Profits (e.g. Project Rockit, The Smith Family, Day of AI, Good Things Foundation)

National Engagement
Our findings will be shared publicly and iteratively, informing ongoing dialogue and subsequent research cycles. This includes presentations at the national LCAust gathering – We Are More (WAM) and national and international conferences.

Project History

Since 2023 Y&R has been collaborating with LCAust to deliver youth-led research that informs.

Our previous research examined how young people's experiences of broader recognition of learning can inform systems change in education.

Early research confirms AI is rapidly reshaping learning. Brookings Taskforce on AI in Education highlights both its transformative potential and risk that Gen-AI may widen achievement gaps if capability building and safeguards are not prioritised. OECD’s Digital Education Outlook finds that while AI can improve short term task performance, it does not automatically strengthen deeper learning without intentional guidance. Both reports suggest that students with stronger critical skills and adult support get greater benefit from digital tools, while disadvantaged learners face higher exposure to misinformation and bias.

Despite rapid uptake, there remains a significant evidence gap about how young people are using AI in their learning and with what consequences. LCAust brings experience convening diverse stakeholders across education systems to explore complex challenges and develop shared responses alongside Y&R's expertise in participatory and youth co-research on youth digital practices.

What Impact will this research have?

This initial phase focuses on establishing the project foundations: recruiting and training young co-researchers, securing ethics approval, refining research questions and methods, setting up formal partnerships with participating organisations as sites for field work and conducting initial data collection. Findings from this phase will inform refinement and scaling of the research in a potential second phase.

This project will generate practical insight and action to ensure AI-enabled learning expands opportunity rather than deepens inequity. Key outcomes include:

Strengthened agency. Young people will be positioned as active contributors to decisions about AI in learning.

Clearer evidence on equitable AI use. The project will identify conditions that support fair access to high quality AI tools, the learning needs driving student uptake, and the critical skills young people require to use AI effectively.

Direct feedback loops. Structured dialogue between young people, educators, policymakers and technologists will enable real world insights about AI use to inform professional practice and policy discussions.

Coordinated learning across sectors. Cross-sector collaboration will support shared understanding and practical responses to emerging challenges in AI-enabled learning.

Contribution to national thinking. Insights will inform State and Commonwealth discussions about AI capability development in schools, helping shape future frameworks and guidance for educators and systems.

Outputs

The project will generate a report, peer-review publications and a set of AI for Youth cards that young people can use to advocate for best practice application of AI in learning.

Outcomes

This project will generate practical insight and action to ensure AI-enabled learning expands opportunity rather than deepens inequity. Key outcomes include:

Strengthened agency. Young people will be positioned as active contributors to decisions about AI in learning.

Clearer evidence on equitable AI application and use. The project will identify conditions that support fair access to high quality AI tools, the learning needs driving student uptake, and the critical skills young people require to use AI effectively.

Coordinated learning across sectors. Cross-sector collaboration will support shared understanding and practical responses to emerging challenges in AI-enabled learning.

Collaboration team

Internal:

Prof. Philippa Collin

External:

Victoria Tsobanis

Kahlil Grocott

Sarah Fenton

Cal Lindsay-Field

Funding

This project is funded by GHD Foundation and Learning Creates Australia

Streams

Learning and Work

Period

May 2026 – May 2027

Contact: If you would like to get in contact with this project please email Professor Philippa Collin at p.collin@westernsydney.edu.au