As the use of artificial intelligence (AI) becomes more common in schools, teachers are calling for a thoughtful, cautious approach that keeps student safety at the centre of decision-making.

 Results from the BC Teachers’ Federation’s 2026 annual membership survey show teachers hold both hopes and concern about the use of AI in classrooms.

 “Generative AI is an opportunity, but one that absolutely needs thoughtful regulation,” one survey respondent wrote. “The tools we use should be developed with input from professional educators. At the same time, AI is not the answer to everything.”

 Among the most frequently identified potential benefits were expanding accessible resources and reducing administrative workload. At the same time, more than 80% of respondents said they were concerned that students could become overly dependent on AI or that it could negatively affect the development of critical-thinking skills. Nearly four in five worried that AI could make it harder to assess what students truly understand.

 The survey received 4,423 responses from teachers across British Columbia. It was distributed to randomly selected members and answered anonymously. The final data is weighted by school district, and the margin of error is +/-1.4%, 19 times out of 20.

 “Artificial intelligence is raising important questions for public education, but one thing is clear: AI cannot replace teachers,” said BCTF President Carole Gordon. “The relationships teachers build with students are at the heart of learning. Teachers know their students, understand their needs, and exercise professional judgment every day. No technology can replace that.”

 The BCTF joins the Canadian Teachers’ Federation in calling for enforceable safeguards, digital literacy support for all educators, and holding tech companies accountable for ensuring systems are safe. Teachers must also have meaningful input in developing any policies, regulations, or guidelines governing the use of AI in public education.

 At the provincial level, the BCTF is advocating for clear provincial guidelines on the use of AI in education that includes meaningful teacher input. The Federation is also working on a statement of principles on the use of AI for its members and is holding a think tank focused on guidance for teachers and best practices, including consideration of environmental, ethical, and privacy concerns.

 “Teachers are on the front lines of education and understand how new technologies affect students in real classrooms,” Gordon said. “They need to have a seat at the table as governments and school districts consider how AI should—or should not—be used in schools.”

 The survey results also underscore the broader challenges facing public education. More than half of teachers reported their workload had grown over the past year, while only 37% said their workload was manageable. Fewer than one-quarter felt students’ academic, social, and emotional needs were being fully or mostly met; about half said they were moderately met. Students with disabilities and diverse needs were most impacted by these gaps, with 49% of teachers reporting that these students’ needs were being only slightly met or not met at all.

 Gordon emphasized that AI is not the answer to those challenges.

 “Technology is not a substitute for the investments students need. The best way to support students remains ensuring schools are properly staffed, properly resourced, and that teachers have the time and support they need to do their jobs well.”