AI in Schools FAQs

AI use in schools is growing, but adoption varies, with many schools taking a cautious approach.

AI has the potential to support teaching, learning and assessment as well as school administration. It can help with routine administrative tasks, support planning and help teachers personalise learning.

That said, AI should never replace the role of teacher or school leader. Human oversight is essential in any use of AI in an educational context.

Schools should adopt AI only if it supports identified educational priorities, for example SSE goals or digital learning planning priorities. Identifying how it could support achievement of educational goals is a good starting point when deciding whether or not to use AI. The Getting Started section of our AI Hub provides useful guidance for schools.

If your school would like to explore the potential of AI, start small.

Identify where AI can support just one  existing priority. The DEY guidance for schools recommends the 4P approach:

• Purpose
• Policies
• Planning
• Practice

This helps schools introduce AI in a safe and structured way, ensuring it is aligned with school goals.

Schools do not currently require a separate AI Policy. However when engaging with AI, schools must reflect on existing policies and update them as required (4P approach). These  include, but are not limited to the

• Acceptable Use Policy (AUP)
• Data Protection / GDPR policy
• Homework Policy.

Developing a whole school approach to the adoption of AI is key. This can be led by a Digital Learning Team or Digital Learning Coordinator, supported by the wider leadership of the school.

Individual teachers also play a role in leading AI development by sharing practice and engaging in professional learning opportunities.

The EU AI Act encourages organisations, including schools, to develop AI literacy and to ensure that AI is used responsibly with appropriate human oversight. It classifies AI use in schools into risk categories, identifying high and lower risk uses of AI.

As part of a whole school approach schools should consider the risk levels of their use of AI, using the EU AI Act as a guide.

For all staff to develop a basic knowledge and understanding of AI, watching our animated explainer videos or enrolling in our online AI course will help to create a base line level of understanding.

Exploring the other resources on our AI in Schools hub, such as good practice videos and practical examples will further help to improve understanding of AI and its application in schools.

AI brings with it inherent risks, which is why an understanding of how to implement it carefully is essential for schools.

The risks include:

• issues with student data protection/GDPR
• inaccurate information provided by tools
• biased information provided by tools
• copyright issues
• over-reliance on AI (by students and teachers)
• lack of human oversight

AI may help reduce administrative workload, freeing more time for leadership and student support.

It can help with drafting emails, creating first drafts of policies, summarising reports and circulars, developing ideas and helping to generate administrative documents and forms. All AI outputs should be reviewed carefully and adapted or refined before use.

As well as the previous leadership supports, AI can assist with differentiated planning, and areas such as family communications, including translation into multiple languages. It can also help analyse school data, such as attendance or assessment.

AI should never replace the professional judgement of teachers and school leadership in any setting. All outputs must be checked before use. There will be many occasions where AI is not suitable to use.

AI can support inclusive education by helping to respond to diverse needs of learners.

AI can be used to help generate differentiated lesson materials.  AI tools can help all students access the curriculum, not just those in special schools. The use of AI can support a UDL approach for learners.

It is essential when choosing AI tools that they are accessible, appropriate for individual students and used alongside the professional judgement of the teacher.

Personal, sensitive or confidential student data should never be entered into publicly available AI tools. This includes any information that could identify an individual student, such as their name, contact details, assessment records or any other personal information.

Before using any AI tool, schools should ensure it complies with GDPR, understand how data is collected and used, check age restrictions, and follow the school’s data protection and acceptable use policies. Visit the Webwise AUP Generator to update your school’s AUP to reflect AI Use.

AI can help generate ideas, create differentiated activities, suggest questioning strategies and develop first drafts of learning materials. Explore examples of AI use compiled from the DEY guidance on AI.

Teachers remain responsible for ensuring resources are accurate and appropriate for their own students.

AI can help with creating different reading levels, scaffolding activities, creating extension work and breaking down complex topics for different levels of ability.

Teachers must review and adapt materials before using. Developing good prompting skills can help in ensuring higher quality AI outputs.

AI can be used in the classroom to support learning.

Schools should make clear when AI is permitted, how it should be acknowledged and what constitutes appropriate use. Age restrictions on most AI tools make them inappropriate for direct use by students at primary level. Always check this when choosing tools.

If students are permitted to use AI in the classroom, they should know how to

• question AI responses
• verify information and sources
• look for bias
• use different sources
• compare with trusted sources, for example the Irish Newspaper Archive or Britannica Schools
• be transparent about AI use

Webwise AI Aware lessons are a great way to teach these skills.

AI can generate inaccurate information, create hallucinations and misunderstand questions. Its outputs can also be biased.

This is why the human-in-the-loop approach is essential. Teachers and students must always check and verify AI content before using it.

The RASE framework may help teachers to evaluate and interrogate AI outputs.

AI may help generate quizzes, success criteria, rubrics and feedback prompts.

Teachers must remain responsible for assessment decisions and should never rely solely on AI when evaluating student learning.

AI may assist with simplifying text, generating alternative explanations, supporting communication and creating accessible learning materials.

It should be used carefully, recognising that every learner has different needs.

AI can assist teachers in creating differentiated resources, reducing planning time and generating engaging learning activities.

It can also be used to increase opportunities for learning while recognising the importance of relationships, inclusion and the local context. Again teachers must remain central to its use.

AI can offer personalised supports, visual resources, alternative communication options and adaptable learning materials. Teachers should select tools that meet individual learner needs and complement existing inclusive practices.

Personal, sensitive or confidential student data should never be entered into publicly available AI tools. This includes any information that could identify an individual student, such as their name, contact details, assessment records or any other personal information.

Before using any AI tool, schools should ensure it complies with GDPR, understand how data is collected and used, check age restrictions, and follow the school’s data protection and acceptable use policies.

To develop a basic knowledge and understanding of AI, watch our animated explainer videos or enrol in our online AI course.

Exploring the other resources on our AI in Schools hub, such as good practice videos and practical examples will further help to improve your understanding of AI and its application in schools.