澳大利亚学校与研究机构联手弥补本地AI教育研究的空白。悉尼大学和巴克学院研究所对全球271项同行评审研究进行了审视，发现其中仅有4项来自澳大利亚，且完全缺乏关于初中学生的研究数据1。这一发现反映出澳大利亚在生成式AI教育应用方面的研究不足，也突显了获取本地证据的迫切需要。
研究表明，生成式AI对学生学习的影响取决于多个因素。悉尼大学学者纳塔莎·阿瑟斯表示："AI本身既不是学习的好是坏，而取决于三个因素：学生特征、具体工具和教育系统的文化背景"1。调查结果显示，AI可以增加学生的学习动力和参与度，但不一定能提高他们的理解力，同时还存在加剧学生对AI工具依赖性的风险1。
对于AI在教育中日益增长的应用，澳大利亚的政策应对仍显不足。超过60名专家签署了《卡斯尔雷声明》，批评澳大利亚对教育领域生成式AI的回应"支离破碎、停滞和不一致"1。新南威尔士州教育部已采取行动应对这一挑战，部署了内部生成式AI聊天机器人指导学生，并削减了家庭作业以防止学生利用AI作弊1。该州教育部长普鲁·卡的政府发言人表示，部门正在考虑采取措施，防止AI替代学生自己的思考和创作能力1。
A Sydney private school has partnered with the University of Sydney to investigate how generative artificial intelligence affects children's education, responding to a significant gap in local research on the subject.1 A systematic review of 271 globally peer-reviewed studies conducted by researchers at the University of Sydney and Kew College Research Institute found that only four studies originated from Australia, and notably, none examined middle school students.1
The research reveals a complex picture of AI's educational impact. According to scholar Natasha Arthars from the University of Sydney, "AI itself is neither good nor bad for learning, but depends on three factors: student characteristics, the specific tool, and the cultural context of the education system."1 While generative AI can increase student motivation and engagement, the benefits remain contradictory, as the technology does not necessarily improve comprehension.1 The research also identified a risk that AI tools may increase student dependency.1
In response to these concerns, the New South Wales Department of Education has already taken several precautionary measures.1 The department operates an internal generative AI chatbot designed to guide students and has reduced homework assignments to prevent AI cheating.1 A government spokesperson for NSW Education Minister Prue Car stated that measures are being considered to prevent AI from substituting for students' own thinking and creative work.1 The urgency of developing a coordinated approach is underscored by a statement signed by more than 60 experts, who characterize Australia's response to generative AI in education as "fragmented, stalled, and inconsistent."1
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