Talis 2024 research shows that 56% of Brazilian teachers use tools in teaching; organization average is 56%
In Brazil, 56% of teachers say they use AI (artificial intelligence) tools, either to prepare classes or to look for more efficient ways of teaching content.
The percentage is higher than the average for countries in the (Organization for Economic Cooperation and Development), which is 36%.
The data are from Talis (International Survey on Teaching and Learning) 2024, released on Monday (Oct 6, 2025), by the OECD. Here is it (PDF – 6 MB).
The research, carried out based on interviews with teachers and principals mainly in the final years of elementary school (6th to 9th), compares education in 53 countries.
According to the study, Brazilian teachers said they use AI to create lesson plans or activities (77%), automatically adjust the difficulty of lesson materials according to students’ learning needs (64%), and learn and summarize a topic efficiently (63%).
The least frequent uses of AI are reviewing data about student participation or performance (42%), creating text for student feedback or communications with parents/guardians (39%), and evaluating or correcting student work (36%).
According to Talis, the impacts of using AI in education are still uncertain. “The use of AI in education has been a topic of research for more than 40 years. However, the launch of OpenAI in late 2022 has accelerated the everyday use of AI in many sectors of society. Although AI is playing an increasing role in people’s lives, its short- and long-term influence on education remains uncertain. How AI should be used in education is also a pertinent question”says the research.
Usage also varies between countries surveyed. While around 75% of teachers in Singapore and the United Arab Emirates report that they do so, the use of these tools drops to less than 20% among teachers in France and Japan. Brazil appears in 10th place among the countries surveyed in this regard.
Training
The research also shows that Brazilian teachers say they need training in the use of technology, especially in the use of AI.
Areas where teachers report needing professional learning are: teaching students with special educational needs (48%), skills for using artificial intelligence for teaching and learning (39%), and teaching in multicultural or multilingual environments (37%).
Among teachers who report not having used AI in teaching in the 12 months prior to the survey, 64% responded that they did not do so because they do not have the knowledge and skills to teach using AI.
This percentage is lower than the OECD average, 75%. The majority (60%) also said they do not use it because the schools where they teach do not have the infrastructure to use the technology. This percentage is higher than the OECD average: 37%.
Technology
According to Talis, many education systems were forced to adopt online or hybrid learning during the Covid-19 pandemic, and some systems maintained these methods.
In Brazil, 17% of teachers work in schools where at least one class was taught in a hybrid or online format in the last month. The OECD average is 16%.
The use of technologies in classrooms with students is also a topic of discussion in the research.
“Attitudes towards digital tools and their use for student learning vary considerably across education systems”says the study.
In general, according to Talis, teachers agree or strongly agree that the use of digital tools develops students’ interest in learning (85% on average).
However, opinions are more divided on whether digital tools can improve academic performance.
According to the survey, less than 50% of teachers in Austria, the French Community of Belgium, Finland, France and Sweden agree that digital tools help student learning.
At the other end, however, more than 95% of teachers agree in Albania, Saudi Arabia and Vietnam.
This is the 4th edition of Talis. The research was carried out in Brazil from June to July 2024.
The studies were conducted in the country by the (National Institute of Educational Studies and Research Anísio Teixeira), with the collaboration of the Education Departments of the 27 Federative Units.
With information from
