This event, held on 19 February 2025 at the Scottish Parliament, brought together educators, policymakers, and researchers to discuss the responsible integration of artificial intelligence (AI) in Scottish schools. The event gave an opportunity for key stakeholders to reflect on current AI policies, young people’s perspectives, and future challenges in education. 

The first draft of this report was generated using AI to summarise the transcript. It was then edited by humans. It may contain errors or inaccuracies and should not be relied upon as a substitute for professional advice. If you find any content that is offensive or discriminatory, please report it to us. It may not represent the views of everyone present at the event.  

Summary  

Opening Remarks 

The event opened with a welcome address from Sir Andrew Cubie, Chair of the Goodison Group in Scotland. Sir Andrew expressed delight at the opportunity to share the outputs from the “Towards Embedding Responsible AI in the School System – co-created with young people” project.  Although, the young people from the project were unable to attend as they did in September last year, their contribution was acknowledged, and the importance of youth engagement in the Goodison Group’s work was highlighted.  

Sir Andrew shared that there would be three presentations from project members that evening, followed by an opportunity for discussion and debate.  He went on to remind participants that the evening’s discussion would be held under Chatham House Rule.      

Presentation: Professor Judy Robertson  

Judy Robertson, Professor of Digital Learning at the University of Edinburgh, introduced the project “Towards Embedding Responsible AI in the School System”, funded through the Bridging Responsible AI Divides (BRAID) initiative. The project aimed to explore the use of AI in Scottish schools, develop educational materials, and consult with young people about their views on AI. 

Key Findings 

1. Lack of AI Policies in Schools: The research revealed that there were no specific policies regarding the use of AI in Scottish schools, highlighting a gap that needs to be addressed. 

2. Consultation with Young People: The consultation with young people revealed their concerns about AI, including issues of inequality, bias, transparency, and the potential loss of the social dimension of learning. 

3. Educational Materials: A picture book, “Exploring the AI Jungle,” was developed to help young students and teachers understand AI concepts. 

Click here to access a digital copy of the book. 

4. Creative Use of AI: A stage show, “Unbelievably Talented,” was designed to engage students in discussions about AI’s role in creative industries. 

Presentation: Professor Jen Ross 

Jen Ross, Professor of Digital Culture and Education Futures at the University of Edinburgh, introduced a co-created zine featuring insights from young people. The participants expressed their views on AI through workshops and creative activities, resulting in a zine that captured their thoughts and concerns. Key themes included: 

• Representation: Concerns about bias and the need for AI to be inclusive and fair. 

• Personalisation vs. Standardisation: While AI offers personalised learning opportunities, students noted that most current implementations feel standardised, rather than truly adaptive. 

• Labour and Effort: AI’s role in education should not eliminate the valuable struggle of learning, as young people value the effort required to gain knowledge.  

• Educational Value and Cost: The potential benefits of AI versus its environmental and intellectual property costs. 

• Agency and Rights: The importance of privacy, safety, and the right to opt out of using AI without consequence. 

Presentation: Unbelievably Talented 

Daniel Devine from Digital Skills Education introduced “Unbelievably Talented,” an interactive show designed to explore the role of AI in creativity. The show fosters a deeper understanding of AI’s impact on creativity by engaging students in thought-provoking discussions and interactive exercises. Daniel then gave attendees a 10-minute taster of the show including some of the interactive challenges given to students, where participants attempted to differentiate between human-created and AI-generated art and images. These images are shared below.   

Key Points about the full show: 

1. Interactive Format: 
   • Students participate in identifying AI-generated versus human-created artworks. 
   • The show encourages critical thinking about AI’s role in art. 

2. AI and Creativity: 
   • Explores whether AI-generated art can be considered “real” art. 
   • Students discuss the value of human creativity versus AI-generated content. 

3. Ethical Considerations: 
   • Addresses whether AI-generated content should be labelled. 
   • Discusses the potential for AI to create misinformation and the importance of transparency. 

4. Student Reactions: 
   • Initial scepticism about AI’s creativity, with terms like “fake” and “cheating” used. 
   • Some students begin to see AI as a creative tool after discussions. 

5. Examples and Exercises: 
   • Includes AI-generated portraits and photorealistic images to illustrate AI’s capabilities. 
   • Students vote on which artworks they believe were created by AI, leading to deeper discussions. 

6. Future Implications: 
   • Prepares students for AI’s role in creative industries. 
   • Encourages consideration of ethical implications in their own creative work  

A Taster of Unbelievably Talented

Summary of Breakout Group Discussions 

The breakout groups fed back on the role of AI in education, emphasising the need for a structured and rights-based approach that prioritises students. Discussions focused on the importance of agency and rights, the necessity of upskilling teachers, and the urgency of decisive leadership to guide AI integration in education. 

There was also a call to increase the reach of these conversations.  

The Need for Big Thinking and Leadership   

Considering the rapid evolution of AI and the probability that the pace of its development cannot be controlled, there was a sense from the discussion that this demands a faster pace of change in education vision, policy and implementation. That the traditional models of educational reform are too slow to keep up with such technological advancements.  

With this rapid evolution comes ethical considerations. Labour exploitation in the development of AI, was identified as a hidden issue that needs greater visibility. Therefore, ethical considerations must be a key part to AI policy, ensuring that the tools used in education do not contribute to exploitative practices. 

Participants highlighted the necessity for strong, forward-thinking leadership. That policymakers should move beyond incremental adjustments and take a decisive approach to shaping AI’s role in education.   

There is a need for a clear, positive vision of how AI could transform schools and learning communities, ensuring that education evolves to meet the realities of education in the age of AI. AI could change the way instructional learning takes place and help ‘level the playing field’ for children and young people. In reimagining and redesigning the role of a school it was suggested that much could be learned from approaches in early education and youth work, especially around relationship building and the sense of belonging in a community.     

However, participants acknowledged that it was fundamental that education remain a human endeavour and not be driven by technology or become a technology marketplace. Rather, education and learning should enable people to thrive, question and live in the age of AI with dignity, worth and value. 

Agency, Rights, and the Role of Students 

A whole-system approach is necessary, involving students, practitioners, and leaders in decision-making, with children and young people at the heart of AI education policy. AI in education should be shaped around their needs, with a rights-based response that ensures technology serves all learners. 

Incorporating AI education into the Curriculum 

Participants called for a national curriculum that incorporates AI literacy in a structured and progressive manner, alongside a standardised approach across local authorities to how AI is used in learning and teaching. Additionally, AI education should begin early, equipping students with the skills to navigate AI tools safely from a young age. 

Parity of Access, the Digital Divide – Solid Foundations before we put on the Roof 

For many, ensuring parity of access to AI education is crucial. Geographical disparities should not determine students’ ability to engage with AI learning. Any national strategy must address these inequalities to close rather than widen the digital divide.   

As one participant stated, for any national AI strategy to be effective, there is a need to build a solid digital foundation before attempting to construct a roof i.e. the fundamental infrastructure issues need to be addressed as a matter of priority, with a standardised approach to IT provision. This should include, all local authorities adopting a 1:1 device policy and consistent and reliable digital connectivity.   

Teacher Education and Upskilling

Educators require significant support and potentially compulsory continuing professional development (CPD) to effectively integrate AI into learning. Participants emphasised the need for upskilling teachers, both in technical AI literacy and in critical engagement with the technology. This raised questions around how educators can be given time to gain this development and the need for further investment in teacher education.     

AI’s Limitations and the Need for Regulation

A significant concern raised was AI’s tendency to generate false or misleading information. This issue underscores the need for regulation and piloting of AI tools in education, ensuring their reliability and transparency.  During the discussion, it was highlighted that some piloting of AI tools had taken place, for example, the GLOW Google Gemini programme was mentioned. More information about this pilot can be found here.   

The discussion concluded with a call for continued collaboration, cooperation and communication between all stakeholders and to increase the reach of these type of open discussions about AI in education.