Teachers and learners see AI differently
An exploratory Singapore study asked educators and students to complete statements about how AI had changed education, was changing it and might change it next. The 223 respondents included 71 educators and 152 university students. Educators emphasized assessment, standards and institutional responsibilities; students emphasized access to information, learning support, efficiency and organizing their work. The groups often recognized similar developments but understood their significance through different roles. These responses describe how people interpret change, rather than measuring what AI caused. The references to past, present and future also come from a single survey, not repeated observations tracking a population over time.
Why it matters for leaders
Editorial recommendation: Discuss one concrete assignment with staff and students. Ask what help is useful, what work remains the learner's and how understanding will be demonstrated. Reconcile the answers before revising guidance. Include families when explaining secondary-school expectations, using the same practical example so they can support consistent use.
The evidence
Inductive thematic analysis was followed by descriptive content analysis. Theme counts indicate prominence within this dataset, not statistical importance or population prevalence.
Who was studied
71 educators and 152 university students in Singapore.
What the evidence cannot tell us
University perceptions in Singapore are indirect K-12 evidence. Short sentence responses offer limited depth and do not measure workload savings or learning outcomes.
Read the original sources
Summary and leadership analysis from the Week ending 2026-09-25 brief. The edition’s selection notes explain source access and evidence limitations.