Oxford University Press research reveals growing AI adoption among Hong Kong teachers despite ongoing concerns about student screen time

New research "Digital learning: insights from the classroom" from Oxford University Press (OUP) reveals that teachers and students in Hong Kong, the UK, Brazil and South Africa are choosing what works for effective learning in their integration of digital learning resources — with Hong Kong standing out for the ease with which teachers are incorporating digital tools into their teaching practice.

OUP—which has a long history of supporting young people through education, from learning to read to success at end-of-school exams—surveyed over 600 students aged 13-16 years old and 400 teachers in Hong Kong, the UK, South Africa, and Brazil (150 students and 100 teachers in Hong Kong) to understand when and why they turn to digital tools for teaching and learning.

The findings build a clear picture across all regions surveyed of a blended approach to the use of digital tools, showing the integration and adoption of digital shaped by a unique set of values, goals, and experiences — with teachers in Hong Kong more receptive to the use of AI.

• Over half of students in Hong Kong (52%) want greater access to digital tools — in line with the average across Hong Kong, the UK, Brazil and South Africa (53%) — while 42% (44% on average) say technology makes learning more enjoyable and fun.
• Students in Hong Kong appear to be more comfortable learning digitally and are less likely to worry about the distraction it can cause (29% compared with 47% globally);
• AI has become a mainstream tool for both teachers and students: 83% of teachers in Hong Kong use AI chatbots, well above the 67% global average.
• Teachers also worry about some of the challenges caused by digital learning: distraction (46% in Hong Kong, 52% on average), difficulties in policing the use of AI (51% in Hong Kong, 46% on average), and reduced wellbeing (51% in Hong Kong, 42% on average).

Digital integration is not a binary choice

In Hong Kong and all other surveyed markets, rather than choosing between screens and analogue methods, students and teachers are making deliberate decisions about which tools work best for different learning activities and tasks.

Over half of students (52% in Hong Kong, 53% on average) want greater access to digital tools, while a further 16% in Hong Kong (21% on average) want it to stay the same, and 32% in Hong Kong (21% on average) would prefer to reduce digital learning. Just under half (42% in Hong Kong, 44% on average) of students say technology makes learning more enjoyable and fun. Respondents also highlighted the flexibility that digital resources provide, enabling them to learn at their own pace and take greater responsibility for their learning. The majority of students are using digital tools for specific tasks, including homework (69% in Hong Kong, 64% on average), research (47% in Hong Kong, 55% on average), and creating presentations (46% in Hong Kong, 52% on average).

In the case of teachers, 52% in Hong Kong (60% on average) believe digital learning improves student engagement, while 60% in Hong Kong (48%, on average) say it plays an important role in helping students develop real-world skills and prepare for future careers. Hong Kong teachers are more likely to use AI to support a range of teaching and learning activities: 86% use it for lesson preparation, 83% to create teaching resources, and 71% for marking, compared with 82%, 74% and 56% globally.

The research also highlights the rapid adoption of AI in education by students. They reference several use cases for artificial intelligence, including using AI chatbots for tasks in class (71% in Hong Kong, 60% on average), for homework (67% in Hong Kong, 63% on average), for revision and exam preparation (48% in Hong Kong, 66% on average), for advice, guidance, or information for schoolwork (57% in Hong Kong, 63% on average), and for checking or improving their work (57% in Hong Kong, 67% on average). However, both groups recognize the importance of using AI to support learning rather than replace it.

The adoption of digital, then, allows for nuanced, individual approaches that also include intentional choices for more traditional learning methods where they are perceived to work more effectively. 18% of teachers in Hong Kong (21% on average) state that students prefer learning from print materials, and students also described a preference for print for reading, numeracy tasks, and exam preparation, where working on paper more closely reflects real exam conditions.

The survey highlighted the different perceptions around the use of screens for learning and for recreation. In their comments, students repeatedly describe being diverted by social media, messaging apps, games, notifications and other online content. They also reference headaches, eye strain, and tiredness associated with the overuse of devices. In Hong Kong specifically, 66% of students say their screen time is "about right" (47% on average), while just 22% say it's "too much" (42% on average).

Nearly half of teachers in Hong Kong (46% vs 52% on average) also express concerns about the potential for digital tools to distract students, while Hong Kong teachers are more likely than average to highlight the impact of screen use on wellbeing (51% vs 42%) and on classroom behaviour (52% vs 42%). And while respondents report the widespread use of AI in learning, some students acknowledged that overreliance can undermine learning.

This suggests that the success of digital learning depends not only on access to technology, but also on how schools and teachers select and use digital tools with clear educational purpose.

Despite some of these concerns, both teachers and students made a clear distinction between beneficial applications of digital for learning in contrast with more cognitively passive, distracting experiences of digital devices in their personal lives — reflected in Hong Kong's comparatively low concern about a "digital divide" (19%, against 36% on average).

Creating the right conditions for successful digital integration

Overall, our research indicates that the success of digital integration relies on certain conditions being met:

• Building on access to technology, with support to develop students' and teachers' core digital skills
• Empowering teachers to remain at the heart of an effective and engaging classroom experience
• Freedom to make flexible and independent choices about the application of digital technology alongside print-based learning.

Nancy Yip, Managing Director of Oxford University Press (China), said: "This research confirms what we're seeing in classrooms across Hong Kong: Our teachers are actively incorporating AI into their classroom practices and digital learning has evolved far beyond hardware and connectivity. As AI reshapes education, educators are exploring how to harness its potential to enhance teaching and learning responsibly. At OUPC, we continue to invest in AI-powered teaching and learning solutions that support teachers and prepare students for an increasingly digital future."

Alex Sykes, Managing Director of International Education at OUP, said: "For many years, discussions about education technology have been framed as a choice between digital and print. Our research shows that students and teachers have largely moved beyond that debate. They are making thoughtful decisions about when digital tools add value and when more traditional approaches work better. What matters most is not the format itself, but how it supports effective teaching and learning. Technology can open up exciting opportunities for engagement, independence, and access to resources, but it must be accompanied by the digital skills and teacher expertise needed to help students succeed."

For more details, please read the full “Digital Learning: insights from the Classroom” research report via the link below:

https://corp.oup.com/feature/digital-learning-insights-from-the-classroom/