Teachers in Hong Kong are adopting artificial intelligence and other digital tools at a faster rate than their counterparts in several international markets, although concerns remain over distraction, student well-being and the responsible use of technology in the classroom.
Research by Oxford University Press (OUP) found that 83% of surveyed Hong Kong teachers use AI chatbots, compared with an average of 67% across Hong Kong, the UK, Brazil and South Africa. The study surveyed more than 600 students aged 13 to 16 and 400 teachers, including 150 students and 100 teachers in Hong Kong.
Hong Kong teachers are also using AI across a range of classroom activities. Some 86% use it for lesson preparation, 83% to create teaching resources and 71% for marking. The corresponding international averages were 82%, 74% and 56%.
The findings indicate that digital learning is no longer viewed as a choice between screens and printed materials. Instead, teachers and students are selecting tools according to the task, learning objective and perceived educational value.
More than half of Hong Kong students, or 52%, said they wanted greater access to digital tools, broadly in line with the 53% average across the markets surveyed. Forty-two per cent said technology made learning more enjoyable and fun.
Students primarily used digital resources for homework, cited by 69%, research, cited by 47%, and creating presentations, cited by 46%. AI chatbots were used by 71% for classroom tasks and 67% for homework.
However, the adoption of digital tools has not removed concerns about their impact. Nearly half of Hong Kong teachers, or 46%, said digital technology could distract students. A further 51% cited difficulties in policing AI use, while the same proportion raised concerns about reduced well-being. Fifty-two per cent highlighted potential effects on classroom behaviour.
Students also distinguished between purposeful digital learning and recreational screen use. While 66% of Hong Kong students said their screen time was “about right”, 22% considered it excessive. Students referred to social media, messaging, games and notifications as sources of distraction, alongside headaches, eye strain and tiredness.
The research also found that 32% of Hong Kong students would prefer to reduce digital learning, compared with 21% across the four markets. Eighteen per cent of Hong Kong teachers said students preferred print materials, with respondents citing reading, numeracy and exam preparation as areas where paper-based work could be more effective.
Nancy Yip, managing director of Oxford University Press China, said the research reflected what the organisation was seeing in Hong Kong classrooms.
“As AI reshapes education, educators are exploring how to harness its potential to enhance teaching and learning responsibly,” she said. “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 students and teachers had moved beyond the debate over digital versus print.
“What matters most is not the format itself, but how it supports effective teaching and learning,” he said.
The research identified three conditions for successful digital integration: strengthening core digital skills, keeping teachers central to classroom engagement, and allowing schools to combine digital and print-based learning according to need.
