Australia Moves to Limit Screens, AI in Schools Over Children’s Learning Concerns
Australia is considering new limits on digital devices and artificial intelligence (AI) in schools amid growing concerns about their effects on children’s concentration, critical thinking and learning.
A federal government report released on 5 November 2026 calls for a “digital detox” in classrooms, encouraging schools to rely more on handwriting, printed materials and teacher-led instruction while using technology only where it improves learning.
Education Minister Jason Clare said the proposal was not about removing devices altogether, but ensuring students have more opportunities to learn without screens.
Under the proposals, education ministers will consider national guidance on screen time, restrictions on generative AI in primary schools and its use in secondary school assessments. Some Year 5 National Assessment Program – Literacy and Numeracy (NAPLAN) tests could also return to paper.
A new taskforce is expected to examine how schools should use digital tools and report to education ministers three times in 2027.
The report also emphasises children’s wellbeing alongside their academic progress.
For children, the changes could mean fewer screen-based lessons and more time reading, writing and solving problems independently. Teachers may need to adapt lesson plans, particularly in schools where tablets and laptops are central to classroom activities.
The government’s concerns reflect wider debates about whether students are becoming too dependent on AI-generated answers rather than developing their own reasoning skills.
However, researchers caution that technology is not necessarily harmful. Evidence suggests carefully selected digital tools can support targeted practice and timely feedback, while excessive or poorly planned use may undermine learning.
The proposals have not yet introduced a nationwide ban. Australia must still decide when digital learning benefits children and how schools can protect essential thinking skills while preparing students for an increasingly technology-driven world.
The central challenge is ensuring that screens serve children’s education rather than shape it.
