Background

This report is the culmination of a project bringing together leaders from a group of Multi Academy Trusts (MATs) and families of schools who collectively represent the leadership of 413 schools, approximately 32,000 staff and ¼ million young people across England.

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The report is designed for those involved in school-specific system leadership, including the many stakeholders working within and around schools to support a safe, purposeful and intelligent approach to the use of AI by young people and the schools workforce. It provides:

• A structure to guide school and group leaders as they navigate their way through responding to the many provocations and considerations raised by AI.

• A series of insights and recommendations from school leaders at the very front of conversation in this space.

 

What do we mean by AI in schools?

There are many definitions of AI and a wide range of opinions about what constitutes the 'right' definition. For the purposes of this project, we have been guided by the European Commission High-Level Expert Group on AI definition:

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Artificial intelligence (AI) refers to systems that display intelligent behaviour by analysing their environment and taking actions -- with some degree of autonomy -- to achieve specific goals. AI-based systems can be purely software-based, acting in the virtual world (e.g. voice assistants, image analysis software, search engines, speech and face recognition systems) or AI can be embedded in hardware devices (e.g. advanced robots, autonomous cars, drones or Internet of Things applications).

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This definition is not specific to generative AI of the sort used by tools like ChatGPT and it is important to be clear about what this project refers to by the use of AI, because since the launch of Chat GPT in November 2022, the term 'AI' has often been incorrectly attributed just to Large Language Models (LLM) becoming accessible to everyday consumers. This misuse of the term AI is unhelpful because it sidelines products that utilise AI functionality (e.g. data analytics, adaptive learning tools, chatbots, image generators etc), and suggests that the presence of AI is on an opt-in basis - ignoring the aggressive permeation of AI in the everyday lives of children and adults as global citizens (e.g. facial recognition, location tracking, educational user data, organisations combining complex personal consumer datasets). This is important, because these issues become central to how children and adults experience their lives holistically - not just within school. With societal issues historically tending to become school priorities (Brighouse & Waters, 2021), a pro-active response to this contemporary consideration by school system leaders becomes vital. Other nations, including Singapore have already recognised this and begun a country-wide strategic intervention, with specific leadership within education.

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In a contemporary landscape, conversations concerned with AI in schools are likely to be provocative, and conversations which pivot specifically around AI tools are likely to change rapidly from one week to the next. Reflecting this fast pace of change, a great deal has been written and spoken about AI in education, particularly in the last few years. A wide range of perspectives have been seen and heard, with many feeling deeply passionate about particular viewpoints or issues. This project does not intend to replicate those insights, concerns or arguments here. Instead, colleagues wishing to read contemporary, evidence-based material on AI aimed specifically at school leadership, are instead signposted to: 

 

• Machine Learning and Human Intelligence: the future of education for the 21st century (2018) Luckin, R. (Originally published buy IOE Press, now freely downloadable here: https://www.educateventures.com/resources

• Co-intelligence: Living and working with AI. (2024) Mollick, E. Portfolio (Penguin Random House).

• The fourth education revolution (2018) will artificial intelligence liberate or infantilise humanity: Seldon, A., and Abidoye, O.: Buckingham, University of Buckingham.

• AI for School Teachers (2022) Luckin, R., George, K. and Cukurova, M Routledge, London

• Understanding AI for School: tips for school leaders (2023) Teacher Development Trust.

 

In the report that follows we first contextualise the field of AI in education with a brief review of the literature. We then describe the MAT AI Guidance Framework and provide thematic project findings. With each finding, there are recommendations which school and education system leaders are encouraged to consider in relation to their own role and future actions. There is also an appendix with greater detail about the research that has been completed as part of this project. We very much hope that readers will enjoy reading this report and find its contents useful as they navigate their engagement with AI.