Artificial Intelligence (AI) in schools: guidelines and guardrails

Section 2 - Frequently Asked Questions

Are children and young people allowed to use AI in Qualifications Scotland (formerly SQA) assessments?

Decisions on the use of AI in summative assessments for qualifications are a matter for the relevant awarding body. The current Qualifications Scotland (SQA) guidance states that GenAI tools can be used when the use of GenAI does not undermine pupils’ ability to demonstrate that they have the required knowledge, understanding and skills to meet the assessment standards of the qualification and when the course or unit specifications explicitly allow such use. The guidance is clear that any use of AI in assessments should be acknowledged at submission.

Guidance on the use of AI in assessment must be adhered to and a complementary exemplification resource is available to provide teachers and practitioners with examples of potentially acceptable and unacceptable uses of AI.

What do children and young people think about using AIin schools?

Children and young people in Scotland have varied views on the use of AI in schools. Research undertaken by Children’s Parliament and as part of the the ADES/ Staff College Learning Beyond Boundaries project have explored the views of children and young people across Scotland and includes specific calls to action around the use of AI in education.

Through the AHRC Bridging Responsible AI Divides (BRAID) Programme, researchers at the University of Edinburgh have also worked with pupils between the ages of 13 to18 to explore the future of responsible artificial intelligence in education, producing a Zine entitled, ‘What’s at stake? Young People’s Take on AI and Education’.

The available research shows that young people are interested in the potential for AI to assist with personalised learning and digital skills development, but express concerns about privacy, data security, the consequences for human interaction and for the environment. Overall, children and young people want more guidance and a say in how AI is used in education, ensuring it remains ethical, relevant to their needs, and adds value to their learning. Further analysis of available evidence of children and young people’s views on AI in education is available in the Children’s Rights and Wellbeing Impact Assessment (CRWIA) that accompanies this guidance.

Can I decide not to use AI in my practice?

Teachers are empowered to make professional decisions about whether, when, and how to use AI tools in their practice. Where decisions to use AI are made, this should be in the context of local authority and schools’ policies on AI. Teachers must be mindful of the increasing presence of AI in education and society more broadly. Understanding how AI is evolving allows teachers to make informed decisions, adapt to changing environments, and support children and young people to develop their digital skills.

Teachers in Scotland are entrusted with ownership of their professional standards and continuing professional learning. The General Teaching Council for Scotland (GTC Scotland) acknowledges teachers’ responsibility to demonstrate proficiency in using digital technologies. In addition, the GTC Scotland professional values of social justice, trust, and respect and integrity, alongside professional actions, such as planning to meet the needs of children and young people, applying professional judgement, and curriculum design, hold relevance when considering the safe and ethical use of AI tools.

What are the potential benefits of AI in teaching and learning?

AI has the potential to offer benefits for teaching and learning. There are various promising potential uses of AI, so it would not be possible to list them all. However, as an example, AI with professional teacher oversight can help personalise learning experiences by adapting materials and activities to individual pupil needs. This means teachers can more easily design tasks tailored to individuals’ learning requirements. Teachers may also be supported with tools that can automate time-consuming tasks. In turn, this presents potential benefits for children and young people in terms of receiving more personalised and tailored learning.

Additionally, alongside the application of teacher judgement, AI can analyse data on pupil progress, enabling educators to quickly identify areas where extra support is needed. However, maintaining privacy and security when utilising AI tools is of high importance. Personal details should only be used in instances where privacy and data security can be guaranteed through systems that have been approved by the local authority for this kind of use.

The Scottish AI Alliance offers a free to access, beginner friendly ‘Living with AI’ course which is designed to help anyone interested in understanding the impact of AI on daily life. Developing a basic understanding of how AI works is beneficial in being able to critically evaluate the use of AI in any context.

What do I need to be mindful of when it comes to AI?

We know that there are a range of risks when it comes to AI in our classrooms. These include threats to data security and privacy; concerns about pupils and educators becoming overly dependent on AI tools, potentially leading to a loss of critical skills; and the risk of AI spreading misinformation and reinforcing societal biases.

When using AI in education, it’s essential to consider pupil privacy and data security by choosing tools with strong safeguards to protect sensitive information. Be aware that algorithms can sometimes reinforce societal biases or make decisions that affect children and young people differently, so it’s important to assess these technologies critically and to ensure that usage of specific AI tools is approved by local authorities. Transparency is also crucial; pupils, teachers, school staff, and families should know how AI is used, how decisions are made, and how their data will be protected; usually this will necessitate creating a privacy notice.

Given the rapid pace of AI development, we know that many AI enabled tools that are being used in education have not been developed with a children’s rights perspective, as evidenced by recent research which highlights the risks that tools which do not align with the requirements of the UNCRC pose. We are mindful that evidence will continue to develop in this area and we will seek to update the guidance at appropriate junctures to reflect developments.

There is a growing need to design experiences that nurture authentic pupil development, beyond what rudimentary use of generative AI alone can achieve. This might involve crafting assignments and projects that encourage pupils to engage in critical thinking, collaboration, or creative expression, with outcomes unattainable through AI-generated responses. Alternatively, teachers, supported by accessible and high-quality professional learning opportunities, can develop tasks that require children and young people to meaningfully interact with AI outputs, analysing, critiquing, or building upon them, ensuring that technology supports rather than supplants essential human skills. In doing so, education can remain adaptive and relevant, prioritising growth in the digital age.

It is crucial that AI should support rather than replace meaningful human interactions in the classroom. Consider opportunities for a balance where the human and social experience of education remains central but allows AI to enhance creativity, critical thinking, and personal connections. By staying informed about best practices and evolving ethical guidelines, educators can confidently make choices about integrating AI into your teaching practice.

What are some examples of AI tools that could, potentially, be used in education?

Examples of AI tools which can be utilised under the careful supervision and direction of teachers include apps offering individualised tasks and immediate feedback; for instance, AI-powered educational games and systems designed to reinforce prior learning and supplement teaching. Local authorities in Scotland are already utilising a range of commercially available AI tools and tools that are already in use should be reviewed in light of this guidance.

Generative AI capabilities, including Gemini and NotebookLM, are available to local authorities that have enabled Google Workspace through the Glow platform. However, it is only currently available to staff. Adobe Express is available to some children and young people within Glow on a local authority opt-in basis, which includes several AI features that support the development of visual content. Companies, such as Google, are exploring options for adapting existing products for use with younger age groups by enhancing safety and security features.

What training and information is available for teachers to learn about AI?

There are many online courses, workshops, and professional development programmes available for teachers to learn about AI. Look for resources from reputable organisations and institutions that offer comprehensive training on AI in education and are in alignment with local authority policies. As a starting point, this webpage developed by Daydream Believers and Education Scotland can help identify learning resources and events that will develop your understanding of AI: GenAI in Education Exploration Hub. The Scottish Government have also provided funding to the University of Edinburgh to develop free-to-access resources to support AI teaching and learning across a range of curriculum areas, which are available on Trails.scot.

There are also a range of general resources available that provide information about AI, however, it is important to utilise resources from recognised and reputable sources. Educators should be supported in this through the advice and guidance of their local authority and practitioner discretion will always be required. As a starting point, Section 3 outlines some key resources that have been endorsed or supported by the Scottish Government or the wider Scottish public sector.

What if my school or local authority does not allow the use of AI tools in the classroom?

You should follow your local authority’s policies. Consider discussing your needs with colleagues, school managers, or local authority officials to explore options and always seek clarification on what is permitted within your school.

Given the significant impact that AI is having on our society, the Scottish Government is supportive of teachers, schools, and local authorities taking an ethical approach to the use of AI in education in line with this guidance.

The Scottish Government will continue to engage with ADES, COSLA, individual local authorities, and teacher trade union representatives on the ethical and effective use of AI in our schools.

What if a parent/carer objects to the use of AI in their child’s education?

If a parent or carer raises concerns about the use of AI in their child’s education, these concerns should be escalated, as required, in line with school’s established complaints or escalation processes.

As a basic principle, policies on use of AI in schools should be written in plain English and made accessible to parents and carers alongside information on how they can raise concerns and express views about the use of AI in their children’s education.

What if a child objects to using AI in their learning?

Under the UNCRC, children have the right to express their views on matters that affect them, including the use of AI in their education. As described in this guidance, children and young people should have an opportunity to learn about AI within their school experience. However, if a child or young person objects to the use of AI within their learning, it is important that these concerns are taken seriously and dealt with in line with schools’ established policies on handling pupil concerns. Information on the use of AI in education should be available for children and young people in age-appropriate language to support a full understanding.