There is “a strong appetite for artificial intelligence in Scottish education”, new research into the views and attitudes of teachers and pupils finds. It is calling for “AI-driven personalised learning systems” - or AI learning assistants - to be piloted in schools.
The researchers, who gathered insights from over 200 pupils and 100 teachers, found young people showed “strong interest in AI assistants to help with homework and learning” and that they see “AI transforming education from a simple ‘memory test’ into a more dynamic and personalised experience”.
Teachers who took part also “expressed a desire for AI tools that could assist with supporting pupils” - in particular those with additional support needs.
However, the new study - commissioned by education directors’ body ADES and the first to explore attitudes to AI in Scottish education - also makes it clear that there are a number of barriers to the use of AI in education.
Teachers need more time and support to unlock AI
Teachers see the potential of the technology, it says, and are already experimenting but need more time and support.
Poor or unreliable connectivity also remains a big issue for many schools, it finds - with some respondents reporting platforms are blocked meaning if they want to use AI, they have to do so at home.
The report, commissioned jointly by ADES and the Staff College, says: “AI is being used informally by many teachers to support lesson planning and administrative tasks, but institutional restrictions often limit its full potential.”
Teachers are using platforms such as ChatGPT and Copilot to “create lesson plans, quizzes and assist with marking, but the lack of clear policies and blocked access to certain platforms in schools has become a significant barrier which needs to be removed”.
The research report is part of a year-long project that got underway in March and the paper - shared exclusively with Tes Scotland - presents the findings from the first two phases.
Importance of getting AI right in primary schools
As well as investment in digital infrastructure and training for teachers, the report calls for the introduction of AI literacy and ethical AI use into the curriculum, starting in primary school, and for the development of a national AI ethics framework to safeguard data privacy and responsible AI use.
A survey conducted as part of the research involved 211 respondents and found that 93.4 per cent of teachers believe AI has a place in the Scottish education system.
Pupils were particularly excited by the concept of AI assistants to help with homework and learning.
The paper, Perspectives on Artificial Intelligence (AI) in Education: Insights from Young People and Teachers in Scotland, says: “Many young people welcomed the concept of a fully embedded AI education experience due to the increased customisation and support it could offer.
“They appreciated that AI could make learning more adaptive, allowing them to ‘learn at their own pace’ and providing various ways to understand difficult subjects.”
It adds that “pupils liked the idea that AI could create personalised learning paths, which would be particularly beneficial for those who struggle with traditional teaching methods”.
Pupils recognise potential downsides of AI
However, pupils also recognised the potential downsides of AI and were clear that AI should “enhance” the human connection they have with teachers, not replace it.
One pupil said: “It would be boring to just interact with AI all day; I want to learn from real people.”
Pupils also recognised relying too heavily on AI “might be considered cheating or diminish the overall learning experience”.
The report says: “They fear that using AI for tasks like homework or exam preparation could bypass the effort needed to truly understand the material, potentially limiting their intellectual growth and problem-solving abilities.”
ADES president Sheena Devlin, who is director of education and children services in Perth and Kinross Council, said the findings presented “a mixed picture” and it was “now essential for the government and others to take action by providing digital support and clear guidance to all teachers”.
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