Who sets the agenda when AI enters the classroom?

Policy for primary schools is built on evidence: test results, attendance data, research summaries. As AI starts to collect, filter and summarise that evidence, it also starts to shape which problems policymakers see, and which they never hear about.

I am drawing on several traditions of agenda-setting theory to ask how AI changes what gets onto the education agenda, how issues are represented once they are there, and what counts as a legitimate solution. Children make the question especially pressing, because they cannot speak for the data that leave them out.

← All posts