AI in Schools FAQs

AI use in schools is growing, although adoption varies as schools explore how it can best support their educational priorities.

Teachers and school leaders can use AI to support teaching, learning and assessment as well as aspects of school administration. Used intentionally, AI can assist with routine administrative tasks, support planning and help teachers adapt teaching to respond to learners’ needs.

However, teachers and school leaders remain central to all educational decision-making. AI is a tool that supports, rather than replaces, professional expertise.

Professional judgement and human oversight are essential whenever AI is used 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 adoption by sharing practice and engaging in professional learning opportunities.

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.

Teachers can use AI to help them respond to the diverse strengths, needs and learning profiles of their learners, supporting inclusive teaching practices.

Teachers may choose to use AI to generate or adapt lesson materials, helping them provide appropriate levels of support and challenge for different learners.

Teachers can also use AI to improve access to the curriculum for learners, including through approaches that support Universal Design for Learning (UDL).

Decisions about whether, when and how AI is used should always be led by the teacher. When selecting AI tools, teachers should ensure that they are accessible, appropriate to learners’ needs and aligned with sound pedagogical practice.

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.

The use of AI in learning should always be guided by teachers and implemented in accordance with the school’s policies, safeguarding procedures and educational goals.

Teachers decide when AI adds educational value, how it is used in learning activities, and the level of support and supervision required.

Schools should provide clear guidance on when AI is permitted, how its use should be acknowledged, and what constitutes appropriate and responsible use by students.

As most AI tools have minimum age requirements, they are not appropriate in many contexts. Before introducing any AI tool, teachers and schools should confirm that it is age-appropriate, accessible and compliant with the provider’s terms of use.

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.

Teachers can use AI to develop visual resources, alternative communication supports and adaptable learning materials that respond to the strengths, needs and preferences of their learners.

AI should complement, rather than replace, teachers’ existing inclusive practices and professional judgement.

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.