Artificial Intelligence (AI) in schools: guidelines and guardrails

Context

This non-statutory guidance, which includes guidelines and guardrails, [hereafter referred to as guidance], originated in a joint commitment made by the Cabinet Secretary for Education and Skills and the EIS teacher trade union at the International Summit on the Teaching Profession in Reykjavik, Iceland in March 2025. The commitment was to explore the opportunities and challenges presented by AI in education in an ethical context to inform the creation of guidelines and guardrails for the Scottish context, using the OECD publication ‘Opportunities, guidelines and guardrails for effective and equitable use of AI in education’ as a starting point.

This guidance has been developed through collaboration between the Scottish Government, trade unions, local government, Education Scotland and other key education stakeholders. Going forward, ongoing collaboration between stakeholders, co-ordinated by the Scottish Government, where appropriate, will be critical as we navigate an AI-enabled education system.

We recognise that the effective use of digital technologies is significantly impacted by the quality and availability of infrastructure, including appropriate devices and access to digital resources in our schools. The Scottish Government acknowledge the challenges facing many schools in this regard and continues to advance a digital vision for education which will help to ensure all children and young people and educators can benefit from tools and technologies.

Given the rapid pace of change in AI, we must act quickly to ensure that children, young people, and the teachers and staff who support them gain the knowledge and skills needed to use, evaluate, and critique new technologies safely, responsibly, and effectively. Crucially, our curriculum must continue to engage children and young people across a range of cross-cutting areas, including emerging technologies such as AI. The Curriculum Improvement Cycle (CIC), which is currently underway and being led by Education Scotland, will play a key role in ensuring that our children and young people develop the essential skills, knowledge, and understanding needed in a world where AI is ubiquitous.

This guidance has also been written in the context of Scotland’s incorporation of the United Nations Convention on the Rights of the Child (UNCRC) into Scots Law in July 2024. The United Nations Committee on the Rights of the Child’s General Comment on Digital Technologies articulates that all rights under the Convention apply to online services and in relation to emerging technologies. Decisions taken on the use of AI in schools must respect children’s rights to privacy, non-discrimination, safety and participation, with children being informed and consulted about how these technologies affect them. Conditions of service for teachers are the remit of the Scottish Negotiating Committee for Teachers (SNCT) with devolved matters the remit of Local Negotiating Committee for Teachers (LNCT). This guidance does not alter existing agreements. Deployment of AI that impacts upon conditions of service is a matter for negotiation through the established mechanisms.

We want to ensure that this guidance remains relevant and useful and, as such, we commit to reviewing the guidance to ensure that it aligns with latest national and digital updates. We will also review on an ongoing basis as evidence emerges in collaboration with teacher trade unions, local authorities and other relevant stakeholders.

Who is this guidance for?

Everyone’s experience and proficiency in using AI will be different, however, this guidance is designed to act as a starting point to help those delivering education in schools, including teachers, to consider if and when the use of AI is appropriate and how best to use AI to support practice. This guidance provides parameters for the use of AI in education but does not provide detailed advice on particular AI technologies or applications.

Whilst this guidance is primarily aimed at those delivering education in schools, it may also be of interest to others working within local authorities, as well as Initial Teacher Education (ITE) providers, parents and carers, and children and young people themselves.

It is also worth noting that throughout this document, reference is made to local authorities as data controllers. In the case of grant-aided and independent schools, the school is the data controller and not the local authority.

We expect local authorities will develop their own AI policies aligned with their legal responsibilities as data controllers under the UK General Data Protection Regulation (UK-GDPR) and the Data Protection Act 2018. Local authorities will also need to consider their other legal responsibilities, including those under the UNCRC. Local authority policies should reflect this national guidance and consider local circumstances and local authorities should consider making this national guidance publicly available alongside their own local policies.

Within the context of this national guidance, and in line with local authorities’ policies, schools should agree an approach to AI, with all parties being clear on the principles underpinning its use. Consideration should also be given by schools to ensure that parents and carers are made aware of how AI is being deployed, in line with their local authority’s parental engagement strategy.