Nearly a quarter of Hong Kong students are unable to finish their homework without the help of artificial intelligence (AI), according to a new survey by the city’s largest think tank.
Our Hong Kong Foundation (OHKF) found that AI has become deeply embedded in classrooms, with 91 per cent of teachers and 95 per cent of students reporting the use of such tools.
The study revealed that 23 per cent of students said they would struggle to complete assignments without AI assistance, while 39 per cent felt confident they could work independently.
A majority of teachers – 71 per cent – expressed concern that over-reliance on AI could hinder students’ cognitive development, particularly their problem-solving and critical thinking abilities. Teachers also cited potential impacts on creativity, memory and communication skills. Only 3 per cent believed AI had no negative effects.
The survey, carried out between July and December last year, gathered 1,200 responses from 833 students and 313 teachers, with 90 per cent of participating schools at the secondary level.
OHKF researchers urged education authorities to establish a comprehensive AI literacy framework, pointing to models in Singapore and China, to promote the responsible and effective use of AI in schools.
It added that common open-source AI platforms are not inherently designed for education and do not provide sufficient protection for students.
Victor Kwok Hoi-kit, the foundation’s deputy research director, emphasised the need for ongoing conversations regarding AI in schools: “I believe the framework itself is not enough – we have to set the right expectations,” Kwok said. “Publishing a framework alone, without proper follow-up, will not achieve anything. There must be ongoing efforts to help schools understand how to use it and to facilitate exchanges between schools.”
In 2023, authorities launched an AI curriculum for junior secondary students that covers the basics of AI and its ethical and social implications. A module on coding for primary schools was also rolled out to cover algorithmic thinking, but it does not directly address AI.
The think tank recommended introducing AI literacy at the lower primary level through a curriculum that promotes ethical awareness and fosters high-order skills such as critical thinking, problem-solving and creativity.
“Right now, without such a framework, there may be even more confusion among schools and teachers,” Kwok added. “The framework should serve as a foundation to build upon.”
These guidelines are necessary to address an important generational shift: Generation Beta – those born from 2025 onwards – will grow up in an era when AI is a constant part of their education and daily lives.
Both teachers and students reported using AI, primarily open-sourced international platforms. Among teachers, Poe was the most popular tool, used by 87 per cent of respondents, followed by DeepSeek, Copilot, Gemini and Doubao. Students most commonly used DeepSeek and Doubao, followed by Poe, Gemini, Copilot and school-developed software.
The study also highlighted growing privacy and security concerns: more than half of the teachers worried about data protection, while 16 per cent of students admitted to entering personal information into AI tools.
The report noted that there are currently no unified standards governing how or when AI should be used in classrooms, adding that existing teacher training is insufficient to develop practical AI skills among educators.
Teachers are most likely to teach AI-related skills in information and communication technology, language and science subjects.
The Hong Kong government has earmarked HK$20 billion to support digital education in primary and secondary schools. The funding will be used to establish an AI learning framework, integrate AI into core subjects and strengthen teacher training.
