In recent years, the role of homework in Australian education has been a topic of considerable debate. While some argue that homework fosters self-discipline and reinforces classroom learning, others question its effectiveness, particularly for younger students.
A growing number of studies suggest that homework has minimal impact on academic performance in primary school, with benefits increasing in secondary years. As educators strive to balance academic demands with student well-being, the question remains: is homework still relevant in 2025?
In a 2015 interview with The Educator, education expert Adam Voigt said research shows homework not only fails to improve student learning but stunts it. A decade on, Voigt believes it’s time for education policymakers to revisit the question over the effectiveness and impact of homework on students' learning and wellbeing.
“The picture we see in our heads when we consider homework is one of memorising spelling lists, labouring through poster projects and completing blackline masters. That picture definitely needs to be erased as it denies the kids with the least support at home a positive learning experience,” Voigt told The Educator.
“It also frustrates guilt-ridden parents into doing their kids’ homework themselves, and leaves teachers knowing only what a student’s parents are capable of.”
However, Voigt said there are activities at home that promote learning.
“They tend to be reading for enjoyment, tasks that enjoyably promote automaticity in topics like times tables and anything that explores a concept freely with others – whether that be parents, siblings or friends,” he said.
“At least until they reach the senior secondary years, that’s really all they need to develop into a confident learner before the stakes go up a bit.”
Can AI make homework more relevant?
Some experts suggest that the rise of Generative Artificial Intelligence (GenAI) may see a shift in homework practices, encouraging deeper engagement and the application of knowledge, rather than mere information retrieval.
Lynn Gribble, an associate professor at UNSW Business School, noted that GenAI offers an opportunity to reform homework into a more effective tool for preparing students for a tech-driven future.
“We need to move from asking students just to look something up or write something to getting them to do something with what they know,” Gribble said.
Meanwhile, as Australian educators face GenAI’s growing presence, many are finding ways to adapt homework to enhance critical thinking rather than rote learning.
Gribble suggested educators could allow or even encourage students to use GenAI while requiring them to demonstrate their understanding.
“I want a student to be able to explain how context impacts organisations,” she said.
This approach, she noted, will require face-to-face assessments that push students to show their thought processes, ensuring that they engage with the material meaningfully.
Future challenges
Gribble said despite impressive leaps in GenAI, this technology is unlikely to replace the human element in education, highlighting the importance of creativity, ethics, and critical thinking in a GenAI-assisted world.
She urged educators to maintain their role as storytellers who guide students in understanding the broader impact of knowledge.
“What we need to make sure as educators is that we are the storytellers; that we are the people inviting people to see how knowledge, knowledge application and critical thinking – being able to unpack assumptions – makes the world a better place.”