Generative AI technology could increase inequalities, according to a new report from the Digital Poverty Alliance (DPA).

The report, unveiled in parliament, found that across England, local authorities have no oversight of the use of AI in education, with children facing digital poverty vastly less likely to be able to use the technology.

The DPA defines digital poverty as a lack of access to suitable devices, reliable internet connectivity and skills needed to leverage new technologies. According to the group, digital poverty affects 19 million people.

“Generative AI has the power to transform education by personalising learning and supporting the education sector in new and exciting ways,” said Elizabeth Anderson, CEO of the Digital Poverty Alliance.

“But without the efforts from all bodies to address digital poverty, these advancements could leave the most vulnerable students further behind.”

The report said AI policies in the UK regarding education are underdeveloped and lack clear implementation strategies. The DPA has therefore called for comprehensive teacher training on the use of AI tools, advancing access to the technology for all students.

“The ’Rethinking Education with Generative AI’ report that we have launched, emphasises the urgent need for comprehensive AI training for teachers and students, and access to the right technologies, to prepare the next generation for an AI-driven future,” added Anderson.

“Tackling these challenges means that the one in five children in digital poverty can view Gen AI as a tool for empowerment, bridging gaps rather than widening them.”

The DPA also warned that AI systems trained on limited datasets were at risk of being overly influenced by societal biases. The group did, however, acknowledge that done correctly, the implementation of AI in education could massively improve support for children, particularly those with special requirements.

Read more: UK government must tackle digital poverty to close skills gap, says charity

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