Education
Data, privacy, and cybersecurity in schools: A 2025 wake-up call

Key points:
In 2025, schools are sitting on more data than ever before. Student records, attendance, health information, behavioral logs, and digital footprints generated by edtech tools have turned K-12 institutions into data-rich environments. As artificial intelligence becomes a central part of the learning experience, these data streams are being processed in increasingly complex ways. But with this complexity comes a critical question: Are schools doing enough to protect that data?
The answer, in many cases, is no.
The rise of shadow AI
According to CoSN’s May 2025 State of EdTech District Leadership report, a significant portion of districts, specifically 43 percent, lack formal policies or guidance for AI use. While 80 percent of districts have generative AI initiatives underway, this policy gap is a major concern. At the same time, Common Sense Media’s Teens, Trust and Technology in the Age of AI highlights that many teens have been misled by fake content and struggle to discern truth from misinformation, underscoring the broad adoption and potential risks of generative AI.
This lack of visibility and control has led to the rise of what many experts call “shadow AI”: unapproved apps and browser extensions that process student inputs, store them indefinitely, or reuse them to train commercial models. These tools are often free, widely adopted, and nearly invisible to IT teams. Shadow AI expands the district’s digital footprint in ways that often escape policy enforcement, opening the door to data leakage and compliance violations. CoSN’s 2025 report specifically notes that “free tools that are downloaded in an ad hoc manner put district data at risk.”
Data protection: The first pillar under pressure
The U.S. Department of Education’s AI Toolkit for Schools urges districts to treat student data with the same care as medical or financial records. However, many AI tools used in classrooms today are not inherently FERPA-compliant and do not always disclose where or how student data is stored. Teachers experimenting with AI-generated lesson plans or feedback may unknowingly input student work into platforms that retain or share that data. In the absence of vendor transparency, there is no way to verify how long data is stored, whether it is shared with third parties, or how it might be reused. FERPA requires that if third-party vendors handle student data on behalf of the institution, they must comply with FERPA. This includes ensuring data is not used for unintended purposes or retained for AI training.
Some tools, marketed as “free classroom assistants,” require login credentials tied to student emails or learning platforms. This creates additional risks if authentication mechanisms are not protected or monitored. Even widely-used generative tools may include language in their privacy policies allowing them to use uploaded content for system training or performance optimization.
Data processing and the consent gap
Generative AI models are trained on large datasets, and many free tools continue learning from user prompts. If a student pastes an essay or a teacher includes student identifiers in a prompt, that information could enter a commercial model’s training loop. This creates a scenario where data is being processed without explicit consent, potentially in violation of COPPA (Children’s Online Privacy Protection Act) and FERPA. While the FTC’s December 2023 update to the COPPA Rule did not codify school consent provisions, existing guidance still allows schools to consent to technology use on behalf of parents in educational contexts. However, the onus remains on schools to understand and manage these consent implications, especially with the rule’s new amendments becoming effective June 21, 2025, which strengthen protections and require separate parental consent for third-party disclosures for targeted advertising.
Moreover, many educators and students are unaware of what constitutes “personally identifiable information” (PII) in these contexts. A name combined with a school ID number, disability status, or even a writing sample could easily identify a student, especially in small districts. Without proper training, well-intentioned AI use can cross legal lines unknowingly.
Cybersecurity risks multiply
AI tools have also increased the attack surface of K-12 networks. According to ThreatDown’s 2024 State of Ransomware in Education report, ransomware attacks on K-12 schools increased by 92 percent between 2022 and 2023, with 98 total attacks in 2023. This trend is projected to continue as cybercriminals use AI to create more targeted phishing campaigns and detect system vulnerabilities faster. AI-assisted attacks can mimic human language and tone, making them harder to detect. Some attackers now use large language models to craft personalized emails that appear to come from school administrators.
Many schools lack endpoint protection for student devices, and third-party integrations often bypass internal firewalls. Free AI browser extensions may collect keystrokes or enable unauthorized access to browser sessions. The more tools that are introduced without IT oversight, the harder it becomes to isolate and contain incidents when they occur. CoSN’s 2025 report indicates that 60 percent of edtech leaders are “very concerned about AI-enabled cyberattacks,” yet 61 percent still rely on general funds for cybersecurity efforts, not dedicated funding.
Building a responsible framework
To mitigate these risks, school leaders need to:
- Audit tool usage using platforms like Lightspeed Digital Insight to identify AI tools being accessed without approval. Districts should maintain a living inventory of all digital tools. Lightspeed Digital Insight, for example, is vetted by 1EdTech for data privacy.
- Develop and publish AI use policies that clarify acceptable practices, define data handling expectations, and outline consequences for misuse. Policies should distinguish between tools approved for instructional use and those requiring further evaluation.
- Train educators and students to understand how AI tools collect and process data, how to interpret AI outputs critically, and how to avoid inputting sensitive information. AI literacy should be embedded in digital citizenship curricula, with resources available from organizations like Common Sense Media and aiEDU.
- Vet all third-party apps through standards like the 1EdTech TrustEd Apps program. Contracts should specify data deletion timelines and limit secondary data use. The TrustEd Apps program has vetted over 12,000 products, providing a valuable resource for districts.
- Simulate phishing attacks and test breach response protocols regularly. Cybersecurity training should be required for staff, and recovery plans must be reviewed annually.
Trust starts with transparency
In the rush to embrace AI, schools must not lose sight of their responsibility to protect students’ data and privacy. Transparency with parents, clarity for educators, and secure digital infrastructure are not optional. They are the baseline for trust in the age of algorithmic learning.
AI can support personalized learning, but only if we put safety and privacy first. The time to act is now. Districts that move early to build policies, offer training, and coordinate oversight will be better prepared to lead AI adoption with confidence and care.
Education
British Council undeterred after Russian strike “practically obliterated” Kyiv HQ

Speaking on August 29, two days after an attack on the Ukrainian capital in which at least 16 people were killed, the British Council’s director for the country, Colm McGivern, laid bare the impact on the organisation’s offices in Kyiv.
Standing outside the ravaged offices, which were severely damaged after Russian forces fired two missiles at it, McGivern said that the building had been “absolutely devastated – it’s been practically obliterated”.
While extending condolences to the families of those who died during the “horrific attack”, McGivern was firm in his resolve that the British Council’s work in Ukraine would continue even as the war with Russia wages on.
“I’d like to tell everyone that the British Council’s resolve is still there,” he said. “We will be here in Ukraine, we’ve been here 30 years. We’ll continue our work.”
He pointed out that the organisation did not stop its work in Ukraine following Russia’s invasion in 2022, and that this will not change. “To the contrary, we’re more determined than ever to make sure that cultural and educational links between the UK and Ukraine can thrive, not just survive,” he said.
He pledged that an upcoming British Council event in Lviv, located in the west of Ukraine, would take place this week as planned, as well as promising young Ukrainians that face-to-face learning would also resume in the coming days.”We will keep those promises. We will start those classes,” he stressed.
McGivern extended best wishes to a British Council colleague who had been injured on the evening of the attack, who he said was recovering in hospital. And he said his team had been overwhelmed by the support they had received from the international education community, as well as the Ukrainian first responders and emergency services who helped in the immediate aftermath of the attack.
There has been an outpouring of support for British Council colleagues in Ukraine by the international education community.
Our work will not stop now because of this horrific attack. To the contrary, we’re more determined than ever
Colm McGivern, British Council
Gwen van der Helden, a professor of education reconstruction during/post war, crisis and conflict at the University of Warwick and a visiting professor at V. N. Karazin Kharkiv National University, expressed her shock.
“The BC is hardly of military interest, not a danger to anyone, and the people working there do nothing than trying to contribute to the future of fellow citizens. It is utter codswallop to think that the BC is in any way a reasonable target. But then, so few of the targets that have been hit in this war have been,” she wrote on LinkedIn.
“Furious is how we should all feel at this point. Our colleagues in Kyiv (and yes I do think we should regard BC colleagues as exactly that), deserve better.
Sending courage, strength and a large portion of defiance to our British Council colleagues.”
The British Council’s mission in Ukraine offers English language programs and other training or educational programs. In June, Russia made accusations that it was being used as a cover for British intelligence operations in Kyiv.
After the attack, British Council chief executive Scott McDonald confirmed that bombing in the city had damaged its offices.
“Our guard was injured and is shaken but stable. At the insistence of my amazing colleagues, we will continue operations in Ukraine today wherever possible,” he said.
Meanwhile, European leaders have condemned the strike, which saw 629 missiles and drones launched at the city.
President of the European Council, António Costa, confirmed that the British Council’s Ukrainian office “was damaged in this deliberate Russian strike”, while UK Prime Minister Keir Starmer hit out at Vladimir Putin – accusing him of “sabotaging peace”.
Education
Top UK unis partner on career initiatives for India and China

The University of Birmingham, home to over 2,000 Indian students, has partnered with the University of Glasgow to create a new in-country role in India employability relationship manager – who will be responsible for building links with employers, career services, and alumni networks to help graduates succeed in the local job market.
According to a joint statement issued by the institutions, graduates will be offered practical support through pre-entry briefings, skills development programs, and post-graduation engagement.
The two universities have also launched an exclusive partnership with the Chinese graduate career support organisation, JOBShaigui.
The career portal, well regarded in China for its links to top employers, will offer a range of bespoke services, including online seminars with the latest job market insights, guidance on recruitment processes, access to an extensive employer network, and in-country networking events with alumni and employers.
Both Birmingham and Glasgow, ranked among the QS global top 100, see China and India, with their combined 400,000 alumni worldwide, as priority markets.
Offering enhanced career support is seen as crucial, as recent trends show a majority of students from these countries are choosing to return home after their study abroad journey.
“More and more students, quite reasonably, are saying: I want to know what my employment prospects are after getting a degree. We do a lot to prepare students for their future careers while they study with us, but it has become increasingly clear that we must also support them after they graduate,” Robin Mason, pro-vice-chancellor (international) at the University of Birmingham, told The PIE News.
“Our two largest cohorts of international students are from China and India, so we said: for these two really important countries, we’re going to create in-country support for careers and employability career fairs, interview preparation, CV workshops, all those sorts of things.”
Increasingly, after that period of work in the UK, Indian graduates are looking to come back home to India
Robin Mason, University of Birmingham
While both Birmingham and Glasgow already collaborate on joint research, particularly in the medical field, the career support initiative made sense as the cost could be shared between the two universities, according to Mason.
Moreover, the universities expect the initiative to be particularly successful in India, from where students make up the largest cohort of graduate visa holders.
“Particularly Indian students, more than Chinese students, want to stay in the UK after graduation. But increasingly, after that period of work in the UK, Indian graduates are looking to come back home to India,” stated Mason.
According to Mason, while most Indian students prefer fields such as computer science, data science, engineering, business management, finance, economics, and health-related subjects, in principle students of any discipline, “even classics, English, or history”, will be supported equally in their careers back in India.
The initiatives also come at a time when international students in the UK are being urged to “sharpen their skills” for both the UK and global job markets, as employers increasingly look beyond “textbook skills” to focus on a candidate’s ability to bring innovation to the table.
Further plans in India for University of Birmingham
Although the University of Birmingham operates an overseas campus in Dubai, an attractive option for Indian students given its proximity to the UK and large Indian community, the institution has no plans to establish a campus in India anytime soon.
Instead, it is focusing on initiatives such as the in-country employability role and partnerships with local institutions.
While the University of Birmingham offers dual degrees with Jinan University in China in fields such as maths, economics, statistics, and computing, it is now exploring a partnership with IIT Bombay in India in areas such as quantum technology, energy systems, AI, and healthcare, building on its successful venture with IIT Madras.
“If you do it properly, campuses are very expensive things. I don’t think you do these things lightly. You have to make the investment and be there for the long term,” said Mason. “Birmingham is 125 years old this year, and you need to be thinking in terms of decades if you’re going to build a campus. It’s a really long-term commitment because it takes so much time and investment to build a high-quality university.”
As part of its 125-year celebrations, the institution also announced scholarships for Indian students, offering funding of £4,000 to £5,000 for a wide range of postgraduate taught master’s degrees starting in September 2025.
“As part of our 125th anniversary celebrations, we introduced a special scholarship, offering up to 40% funding for students joining our Dubai campus,” stated Devesh Anand, regional director, South Asia and Middle East, University of Birmingham.
“This was combined with academic and merit-based scholarships, giving students the opportunity to access multiple forms of support. The response has been fantastic, as students saw it as a real achievement and recognition of their efforts.”
The number of Indian students studying in the UK remains high, with the Home Office data showing 98,014 study visas granted in the year ending June 2025.
However, not everything is rosy, as students are increasingly concerned about their future in light of the immigration white paper, which proposes reducing the Graduate Route by six months and imposing a levy on international student fees.
In such a situation, the aim for institutions like the University of Birmingham is to remain attractive to graduates seeking employment opportunities.
“What we have to ensure is that University of Birmingham graduates are career-ready and can get the sorts of jobs that allow them to continue working in the UK if they want to, so they can be sponsored by an employer at the required graduate-level salary,” said Mason.
“To put it delicately, I think the universities that will struggle with the immigration changes are those not paying enough attention to employability. If your graduates are employable, it’s not an issue.”
Education
British Council office in Ukraine hit by Russian missile

Watch as British Council director for Ukraine Colm McGivern, describes the devastation to offices in central Kiev caused by a Russian missile strike. Despite the damage he reiterates the UK’s support for Ukraine and reaffirms the British Council’s work will continue.
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