Getting
started with
AI in the Classroom

Introduction

Artificial intelligence (AI) is one of the most significant developments in technology in recent times, influencing many sectors, including education. Teachers around the world are beginning to explore the potential of AI to improve learning experiences and to encourage students to become more engaged and achieve better outcomes.

The AI competency framework for teachers at UNESCO’s AI competency framework for teachers (2024) defines the knowledge, skills and values teachers need to master in the age of AI. The framework has been developed to protect teachers’ rights, give students the ability to act and make choices independently, and promote trustworthy and environmentally sustainable AI for education. It also outlines 15 competencies to support the use of AI in a safe, effective and ethical way.

This ‘Getting started with’ resource aims to help you understand AI and its benefits and how you can use it practically in the classroom, regardless of your level of technological expertise, while being mindful of some of the challenges that using AI in education may bring. The additional videos throughout this guide can be used as starting points for meaningful discussions in your own context.

Watch the video below to hear some teacher perspectives about using AI:

Transcript

What is AI?

Artificial intelligence (AI) refers to the ability of machines to perform tasks that usually require human intelligence. These tasks can range from recognising patterns, solving problems and making decisions, to processing language and understanding visual data (graphs, charts and so on). Through AI, machines or software applications can analyse information, draw conclusions and learn from their interactions to improve over time, becoming more effective and accurate with experience.

Watch this video to hear a short introduction to AI in education:

Transcript

There are two subgroups of AI, often referred to as ‘traditional’ and ‘generative’. Traditional AI works with computer programs which can only do exactly what humans have programmed  them to do. On the other hand, generative AI (GenAI) is different because it:

  • learns from examples rather than following fixed rules;
  • can handle new situations it hasn't specifically seen before;
  • creates original content rather than just selecting from pre-written responses; and
  • can understand context and adjust its output accordingly.

AI will not in itself transform education. What will transform education is using approaches to learning and teaching that are supported by organisations such as Cambridge, including active learning, assessment for learning, metacognition and inclusive education. AI will support learning and teaching.

There are several types of AI technologies that you might encounter in educational settings, including the following.

  • Machine learning: This branch of AI involves systems that can learn and improve from data without being specifically programmed for each outcome. Machine learning algorithms can find patterns within data, making it possible for AI systems to make predictions or suggestions. For example, a machine learning tool could help predict a student’s future performance based on their past results.
  • Natural language processing (NLP): NLP enables computers to understand and respond to human language, whether written or spoken. For the classroom, NLP powers many educational applications, such as virtual tutors that can answer students’ questions, or tools that can grade written work by assessing grammar, sentence structure and use of vocabulary.
  • Computer vision: This area of AI allows computers to interpret visual data. In education, computer vision might be used in interactive simulations or in identifying objects, people or actions. For instance, it can be used in virtual labs where students carry out simulated science experiments.
  • Large language models (LLMs): These models are a type of machine learning, which have been developed to understand, predict and generate human language. Predictive text is an example of this.
  • Generative AI (GenAI): This is used to create new content in response to prompts. The content could include text, images, music, audio, code and video. To create the content, GenAI has to be ‘trained’ by, for example:
  • reading billions of texts from the internet, books and articles;
  • learning patterns in how words follow each other;
  • understanding how ideas are typically expressed; and
  • recognising how different topics are discussed.

When you ask AI to write something, it:

  • looks at your request (or ‘prompt’);
  • considers what it has learned about similar topics;
  • generates new content one word at a time; and
  • checks each word against what it knows about language and the subject.

AI has applications across various areas of teaching and learning, from generating study aids and interactive quizzes to providing help with writing and creating adaptive learning resources. AI can save you time, offer you personalised support and present complex ideas in creative ways that engage students.

However, the ability of AI to produce complete answers or essays also raises concerns about academic honesty. There is a risk that students might misuse AI to produce work that doesn’t reflect their own understanding, leading to superficial learning rather than really mastering a skill or subject. In this resource, we will consider these concerns and give practical guidance on how to address them, suggesting that teachers encourage students to use AI as a support tool rather than a shortcut for completing assignments.

We are in the early stages of a potentially enormous shift in how AI affects education. The best way to  equip yourself to be confident, responsible, reflective, innovative and engaged in your work is by building on the strong foundations we have set out in our Cambridge approaches to teaching and learning. Some of the most innovative effects of AI are yet to be discovered, but our approach enables us to ask questions and explore the huge opportunities of GenAI.

GenAI has developed rapidly, and as it becomes more integrated into education it is essential that educators understand its capabilities and limitations. Becoming familiar with AI and what it can and cannot do will help you to make informed decisions about when and how to use it effectively in the classroom.

What does the research say about AI in the classroom?

Much of the emerging research on AI in the classroom focuses on how we can help our learners to use and interact with AI in a safe, responsible and useful way. We can think of this as helping our learners and teachers to become AI literate by developing a set of capabilities that they can use when working with AI tools and systems now and in the future.

The research identifies several important principles that students should be taught. These include:

  • AI uses models or representations of the world for reasoning;
  • computers use sensors to perceive the world;
  • computers learn from data;
  • AI can have both positive and negative effects; and
  • the need for students to regulate their own learning, including being able to search for, identify and evaluate the quality of information they put into and retrieve from AI systems or tools.

The research on the use of AI in the classroom reinforces the principle that AI literacy is the same as other information literacy. When teaching about or using AI (especially GenAI), we should focus on students’ ability to search for, identify and evaluate the quality of the information they have found. Students do not need to know or fully explain how AI works, but they must be able to learn to make judgements about the information they put into and retrieve from AI sources. The use of AI needs to be grounded in effective approaches to learning and teaching.

Helping students to know when to trust (or distrust) information is based on their ability to understand what good-quality information looks like for the subject they are working in. You can support AI literacy by clearly modelling to your students what good-quality outcomes look like  and how they can accurately assess the data they put into and retrieve from AI tools. Developing students’ ability to regulate their own learning (see our resources about metacognition) will support them to work effectively with AI.

What are the benefits of AI in the classroom?

AI has many potential benefits in educational settings. While its impact may vary depending on the specific application used, AI can significantly improve both teaching and learning when put in place thoughtfully. Here are some key benefits of AI in the classroom.

1. Personalised learning

AI can provide a personalised learning experience for each student by analysing data on their individual progress, strengths and areas for improvement. Some AI-driven learning platforms can adapt lessons based on a student’s responses, offering additional resources or more challenging questions as needed. For students who struggle with particular topics, an AI platform or tool can automatically provide extra practice, while advanced students may be given more complex material.

Customising learning for students in this way is invaluable, especially in classrooms where there are students with a range of abilities. It means each student can progress at their own pace, which can boost confidence and encourage a sense of achievement. You can read more about this at inclusive education. When students learn at a pace that matches their understanding, they are more likely to retain knowledge and remain motivated. (To find out more, see our resources on Active learning and Assessment for learning.) We may also soon see increasing use of AI tutors, which could support students in a variety of ways, some of which we describe later.

2. Increased engagement

AI tools can engage students more by creating interactive and immersive learning experiences. For example, AI is used in virtual reality (VR) and augmented reality (AR) platforms that allow students to explore topics in a hands-on, visually engaging way. In a history lesson, for example, students could ‘visit’ ancient civilisations through a VR experience, or in a science lesson they could ‘explore’ the human body in 3D.

These immersive experiences can capture students' interest and make it easier to remember what they’ve learned. Also, AI-driven gamification platforms encourage students to get more engaged with lessons by turning learning activities into challenges or games. Gamification can be a particularly effective way to motivate students who may not be as interested in traditional learning formats.

3. Support for diverse learning needs

AI technology can support students with special educational needs and disabilities by providing tools that are tailored to various learning challenges. For instance, students with dyslexia may benefit from text-to-speech software, while students with ADHD could use AI-powered tools to manage tasks and stay focused. Accessibility tools on Microsoft’s and Apple’s operating systems can adjust the size, colour and spacing of text, making it easier for students to read and helping those who find it difficult to see and process information on screen.

For students who do not have English as their first language, those with language difficulties, or those who want to access information in a wide variety of languages, AI translation tools can offer additional support. These tools can also allow students to work independently, providing them with assistance while boosting their confidence and encouraging learning.

4. Data-driven insights

AI provides data-driven insights that can help you make more informed decisions about your students’ learning paths. Some platforms can collect and analyse data on student performance, allowing you to monitor progress over time, identify gaps in understanding and tailor your teaching strategies accordingly.

For example, if AI identifies that a group of students is struggling with a specific topic, you can look at that area again in class. Data insights from AI can also reveal the extent to which students are engaged in a topic, helping you understand which learning methods are most effective. These insights make it possible to move away from one-size-fits-all teaching and towards a more targeted, supportive approach.

5. Time saving for teachers

One of the major benefits of AI is its ability to handle time-consuming tasks, freeing up teachers to focus on more meaningful interactions with students. For instance, AI can help grade multiple-choice assessments, categorise student feedback or produce information on class performance trends. Teachers have also reported that they use GenAI to help them write reports and feedback for students and draft emails to parents.

AI can also simplify administrative tasks. There are tools that can automatically organise student records, produce performance reports and provide suggestions for lesson planning based on data insights. By reducing the amount of administration, you can dedicate more time to engaging with students, developing new materials and planning lessons.

Watch this video of teachers talking about the benefits of AI in the classroom:

Transcript

What are some concerns around using AI in the classroom?

While AI has many advantages, there are also several misconceptions and challenges associated with its use in education. Understanding these is essential if you want to use AI responsibly and effectively.

 

1. Will AI replace teachers?

A common fear is that AI will eventually take over teachers’ roles. However, it is highly unlikely it will be able to reproduce the empathy, creativity and social guidance that teachers provide. AI can help with routine tasks and provide additional support, but teaching involves more than just delivering information – it requires building relationships, understanding students’ needs, and developing a supportive environment.

AI is best seen as a tool that helps you in your role, allowing you to focus on activities that require human interaction, such as discussing complex concepts, addressing emotional needs and nurturing social skills. In this sense, AI supports rather than competes with teachers, working alongside them to improve students’ educational experience.

Similarly, teachers need to reassure students that they and their ideas, thinking, speaking and listening skills will always have value.

2. Will teachers need to do huge amounts of training?

For many teachers, the idea of using AI in the classroom can feel intimidating, especially if they have no experience of advanced technology. Without proper training, you may not fully understand how to use AI effectively, or you might struggle to include it in your current teaching practices.

Professional development is essential for making sure that teachers can use AI tools confidently and effectively. Schools should invest in training programmes that cover both the technical aspects of AI tools and practical strategies for using them in lessons. Teachers can also share good practice with each other in school or join online forums or communities focused on AI in education, where they can exchange experiences and learn from others.

3. Is AI too expensive?

Some teachers and schools may assume that using AI is financially out of reach. While some AI-powered tools can be costly, there are many affordable or even free options available, especially for common tasks such as grading, providing interactive lessons and tracking students’ progress. There is now a range of tools, services and providers which offer many promises of AI features which have a major effect on teaching and learning. As with all tools and resources, it is important to explore and evaluate what best fits your students.

4. Is there an environmental cost to using GenAI?

At Cambridge, we believe that education is key to tackling the climate crisis. We recognise the need to be conscious of our impact on the climate, which is why we provide climate change education guidance for schools and educators. In the emerging GenAI, we need to think about how all resources, whether printed or digital, affect the environment. This helps teachers and students make responsible and informed choices.

5. Are there any concerns about data privacy?

AI systems often need access to students’ personal information to work effectively, and this raises concerns about privacy. For example, some AI platforms may collect information on students' academic performance, behavioural patterns or even biometric data. Schools must carefully select AI tools that prioritise data security and meet data protection regulations, such as the General Data Protection Regulation (GDPR) in Europe.

You should also educate yourself and your students on safe practices, making it clear:

  • why data is being collected;
  • how it will be used; and
  • how it will be protected.

Transparent communication is the key to building trust and making sure that data privacy is respected in the classroom.

6. Is AI only for teachers with advanced technical skills?

Many teachers might believe that they need advanced technical skills to use AI in the classroom, but this is not the case. Today, most AI-powered educational tools are designed to be user-friendly, and don’t need much setting up. Most platforms provide
easy-to-use templates and step-by-step guides.

With basic training, even teachers who have little experience with technology can become comfortable using AI tools. If you start with simple applications and gradually expand your knowledge, you will feel confident and capable of using AI in your teaching practices.

7. Does AI make mistakes?

AI tools work by processing vast amounts of data, but it’s important to remember that this data may contain misinformation or bias. This means that what AI produces is not always accurate or objective, because it relies on the content it has been trained to read. For example, there is a possibility of false information, known as Hallucinations where the system generates information that is incorrect or misleading. This can happen if the AI tool doesn’t have enough reliable data, if the user’s prompt is vague or if the data used is biased (see Practical tips for teachers below for advice on prompts).  As AI is designed to generate responses that sound plausible, these errors may not be immediately obvious. So, it is essential to use AI as a supplementary tool, and always check what it produces as this will prevent misinformation. Also, AI tools you use in the classroom should be from reputable educational organisations. To make sure tools are credible, it is crucial that you review output from AI carefully and cross-check information with reliable sources. When allowing students to use GenAI tools, schools should teach them about how they may be influenced by what they retrieve in response to their prompts. Learning assistants, or chatbots, are largely unregulated and may need similar warnings to those you already have in place for social media.

 

8. Does AI encourage cheating or taking shortcuts?

GenAI’s role in the classroom can raise concerns about students relying on it for shortcuts or even cheating. However, it is important to see this challenge in context – there have been similar issues in the past with resources such as search engines, online encyclopaedias and automated essay rewriters. The key to addressing these challenges lies in designing tasks that encourage higher-order thinking and critical engagement. When tasks ask students to analyse, interpret and apply information, AI tools become aids in deeper learning rather than shortcuts to answers.

By giving students tasks that require unique perspectives, critical analysis or personal connections, you can encourage them to think more independently. For example, rather than asking students to write a straightforward summary or answer factual questions, assignments might include comparisons, critiques or applications of knowledge that prompt students to form and express their own insights. In these contexts, students can and should be encouraged to use tools, including GenAI, as resources to deepen their understanding rather than simply generate answers.

You can also encourage students to use GenAI responsibly through discussions about how and when to use it ethically. By seeing GenAI as a tool that supports rather than replaces their own thinking, students can learn to use it productively or not at all. The result is a learning environment where AI assists in discovering and synthesising (combining and summarising) information, not merely in completing a task.

Watch this video to hear teachers talking about some misunderstandings and challenges:

Transcript

Practical tips for teachers

AI may seem complex, but including it in your teaching doesn’t have to be overwhelming. Always remember that teaching and learning practices should lead the technology, not the other way round, and that teaching is often better without technology. This represents the real world, where some situations need technology and many do not.

With Gen AI, the opportunities for scaffolding, adapting and personalising learning are greater than ever before at every stage of learning. It has the potential to enhance and create dynamic ways of working, keeping the core of effective learning and teaching at the heart of education

Here are some practical ideas, tools and specific examples to get you started.

1. Start small

Beginning with one or two AI tools that could help with your current teaching goals is a good way to introduce AI gradually into your classroom. Choose tools that are simple to use and that directly meet a need, such as marking assessments or providing instant feedback on language skills.

You might begin with a tool to help students improve their writing or one to create interactive quizzes that give real-time feedback. If you’re teaching a language, start with a translation or language support tool to help students practise their vocabulary. Once you’re comfortable with these basic applications and if you have the resources to do so, you can slowly branch out to more advanced AI applications, such as adaptive learning platforms that personalise content for each student’s learning pace.

2. Use AI for personalised learning

AI is exceptionally good at customising educational experiences for each student. You can use it to create personalised learning paths that respond to each student’s needs. It can also help you  assess students’ strengths and weaknesses and adapt lessons accordingly, helping students progress at their own pace.

Consider using an AI platform that offers detailed analytics on student performance. This can help you understand areas where individual students may be struggling. (See our guidance on Assessment for learning.) This insight allows you to focus more on those areas in class or provide resources targeted at improvement. For students doing exceptionally well in a subject, AI tools can offer more challenging material, allowing them to explore topics more deeply without waiting for the rest of the class.

3. Provide language support

As mentioned above, for classrooms with multilingual students or students who don’t have English as their first language, AI translation and language support tools can be invaluable. They can help students understand lessons, translate instructions and improve their language skills. They can also allow students to access resources in languages they don’t know.

For younger learners, you can use text-to-speech (TTS) tools to help them hear correct pronunciation as they practise reading, which is particularly beneficial for early language skills.  TTS tools can also support students who have dyslexia or other reading challenges, offering them another way to interact with the material.

4. Encourage collaboration

AI can making it possible for students to work together, even if they’re not in the same physical location. There are many tools that allow several students to work on a document in real time. These tools promote teamwork, improve communication skills and allow students to share ideas easily.

Consider organising group projects where students work together using AI-powered tools. These tools also allow students to give each other feedback, so they can learn from one another and develop a sense of community.

5. Use virtual learning assistants and chatbots

Some classrooms have started using virtual assistants, or chatbots, to provide extra support for students outside timetabled classroom hours. Chatbots can answer students’ questions, guide them through practice exercises and offer instant feedback, helping students review material independently. At Cambridge, we have developed and are evaluating learning assistants to help you find the appropriate tools and resources to support you.

You can use virtual learning assistants to support homework or exam preparation, especially for repetitive tasks such as solving practice problems or reviewing concepts. Chatbots can also be helpful for answering queries about homework deadlines or other frequently asked questions, freeing you to focus on more complex student needs during class time.

 

6. Teach prompt-crafting

Prompt-crafting is the art of designing effective prompts to guide AI models to generate high-quality text. Think of it as writing a clear and concise recipe for the AI tool to follow. The better the prompt, the better the output.

Here are some key elements of effective prompt-crafting.

  • Clarity: Be clear about what you want the GenAI tool to do. The more specific your prompt, the more accurate the response.
  • Context: Provide relevant background information to help the GenAI tool understand the task.
  • Desired style and tone: Specify the desired style (formal, informal, humorous and so on) and tone (for example, serious, playful or urgent).
  • Constraints and boundaries: Set limits on the GenAI tool's response, such as word counts or specific topics.
  • Refine through repetition: Experiment with different prompts to find the best fit for your needs, asking the GenAI tool to redraft sentences or sections as appropriate.

You can model prompt-crafting with students to support them in how best to use Gen AI. Here is an example of a prompt students could use to work with GenAI as a learning partner.

-  I’d like to dive deep into a topic that interests me, and I’d love you to be my learning partner. Your role is to challenge me, guide my thinking and help me uncover a richer understanding through thoughtful dialogue.

- Here’s how you can help: Ask probing questions to uncover gaps in my understanding. Simplify complex ideas so I can understand them clearly. Challenge my assumptions with thought-provoking scenarios. Correct misconceptions gently, providing clear explanations. Encourage connections between related concepts.

- The goal isn’t just to find the 'right' answers but to build a deeper, more multi-layered perspective through discussion.

- To start, ask me what topic we'll explore together.

7. Encourage self-assessment with AI feedback tools

Encouraging students to self-assess is an excellent way to encourage independence and self-awareness in learning. There are AI tools that provide instant feedback and allow students to check their understanding in real time. For example, after completing an exercise, students receive immediate insights on their performance, highlighting areas they can improve.

In your regular lessons, you may already invite students to talk to each other and receive feedback before you give your own. Gen AI could add to this, by using the following instructions for learners.

  1. Write your response
  2. Ask three of your classmates what they think of your response
  3. Compare your response with that of your classmates
  4. Ask a GenAI learning assistant to review all the responses
  5. Draw your own conclusions
  6. Get feedback from your teacher

Self-assessment tools are particularly useful for students who may feel shy about asking for help in front of their peers. By receiving private, direct feedback, they can develop a clearer understanding of their strengths and areas for development. You can also use these tools as a type of formative assessment to inform your own teaching strategy.

Here is an example of how a student could prompt a GenAI learning assistant to support them in preparing for exams.

 - Let's work together to help me prepare for my exam through practice questions and discussion. Please ask me to share the following.

1. The subject
2. The specific topic within that subject
3. The grade

- Then ask me practice questions tailored to my level, starting with fundamental concepts and gradually increasing in complexity.

Begin with questions that test core understanding, then:

1. Progress to exam-style questions
2. Analyse my responses to identify areas for improvement
3. Review key concepts when needed

- Focus on exam technique and common pitfalls

- This is a space for learning and improvement so provide detailed explanations and guidance after each question.

-  Please ask me to share subject, topic and grade, to begin my exam preparation.

 

8. Explore virtual learning environments

AI-powered virtual and augmented reality (VR/AR) platforms provide immersive learning experiences that traditional teaching methods can’t offer. Some tools allow students to explore historical sites, visit natural wonders or simulate scientific experiments from the classroom.

These virtual environments are especially useful for subjects such as history, geography and biology, where seeing and experiencing content visually can significantly improve understanding. For example, students studying ancient Egypt can ‘visit’ the pyramids through VR, while those learning about space can ‘explore’ the solar system. Introduce these experiences during lessons to help with understanding, encourage curiosity and support students to become more engaged with complex concepts.

9. Incorporate gamification

Gamified AI tools can turn traditional lessons into engaging, interactive experiences. Some platforms allow teachers to create quizzes, flashcards and interactive activities where students earn points or rewards. This encourages students to take part and motivates them to engage with the material in a fun way. Again, use your teaching practice knowledge to decide where and when it is useful to use GenAI to help your teaching support your learners, not the other way round.

You can take gamification a step further by creating a classroom leaderboard or reward system, where students receive badges or awards for their achievements in various subjects (although you should make sure that the reward system is fair). Many platforms also allow teachers to track students’ progress within these games, making it easy to assess understanding while keeping students motivated. Use gamified tools for revision sessions, vocabulary quizzes or as an end-of-week reward for your students to reinforce what they have learned.

 

10. Automate routine tasks

Administrative tasks can take up valuable teaching time. AI will be able to help by automating tasks such as tracking attendance, assigning tasks and assessing tasks. You will also be able to use tools that help with communication, such as sending messages and updates to parents and students.

Automating routine tasks doesn’t just save time, it also reduces the mental load associated with administrative work, allowing you to focus more on your core teaching activities, with or without technology. This could be one of the fundamental advantages of AI in the education workplace.

AI should also be able to assist in the routine and essential task of tracking academic honesty. The Cambridge International Education website provides a specific guidance on the use of generative AI in coursework.

 

11. Use AI to track students’ progress

AI tools provide valuable insights into students’ performance and learning habits, and so can help you make decisions based on data. Some platforms offer data analytics that track students’ progress over time, highlight areas where they are doing particularly well, and pinpoint areas where they might need additional support. They can improve your core approaches to learning and teaching.

By using these tools, you can create customised reports that summarise the progress of individual students and the whole class, which can be useful for parent-teacher or staff meetings. Some AI tools even generate predictions based on student behaviour, such as identifying students who may be at risk of falling behind. This ‘early warning system’ allows you to take steps such as offering extra support, providing alternative resources or adjusting your teaching strategy.


12. Explore adaptive learning platforms

Adaptive learning platforms adjust the level of difficulty and type of content based on each student’s performance and the pace they learn at, offering personalised recommendations for practice tasks or more advanced material as they learn. These platforms can be particularly useful for large classrooms of students who have diverse learning needs, as they make sure that students receive the right amount of challenge and support.

Using adaptive learning in homework assignments or independent study sessions allows students to receive personalised support without you having to constantly monitor them. Many adaptive platforms provide insights on how students interact with the material, helping you to identify areas where they do well or struggle and adjust your teaching approach accordingly. Before using these platforms, it is essential to have a good understanding of the following. active learning, assessment for learning, metacognition and inclusive education.

13. Focus on ethical AI use

As AI becomes more widespread in classrooms, ethical considerations such as data privacy, bias and transparency are essential. Familiarise yourself with data protection regulations, such as the GDPR (General Data Protection Regulation) in Europe or similar laws in other parts of the world, and make sure that any AI tools you use meet these guidelines.

Encourage open discussions with students about data privacy, explaining why certain information is collected and how it is protected. Teaching students about digital ethics and using AI responsibly prepares them for an increasingly digital world beyond and outside of school. If you’re using platforms that collect data, such as assessment or behaviour tracking tools, review their privacy policies carefully and communicate these to both students and parents .

 

14. Stay updated with AI trends

AI is developing rapidly, and new tools, resources and best practices emerge frequently. Staying informed about the latest developments in AI and educational technology will help you make informed choices about which tools to use. Subscribe to edtech newsletters, join online communities of teachers using AI and take part in professional development courses.

You may also consider joining webinars and workshops or subscribing to newsletters that focus on AI in education. Many of these are offered by educational organisations, tech companies or universities. At Cambridge, we will regularly update the support and guidance for schools on our own website. These opportunities provide valuable insights into the most recent innovations, new tools and practical strategies for using AI in the classroom. Networking with other educators who use AI can also give you ideas and practical tips on how to use AI effectively in your own teaching.

Schools should also consider how best to give careers guidance to students so that they can understand how AI is used and how it may evolve in different workplaces, industries and job roles. You may want to debate with students how they would prefer to work with AI in the future and how best to create the future they want.

Watch this video of teachers offering their advice about using AI in the classroom:

Transcript

Conclusion

AI has the potential to transform education by making learning more personalised, efficient and accessible. By starting small, using AI to automate tasks and focusing on personalised learning, teachers can add to their students’ educational experiences. With the right tools and knowledge, AI can become an invaluable resource in your teaching toolkit, helping you to deliver lessons that are more engaging and effective than ever before.

Checklist

Identify classroom needs – where can AI add value?
Before introducing AI, consider the specific needs of your classroom. Reflect on areas that could benefit from extra support or innovative approaches, such as personalising feedback, streamlining administrative tasks or supporting students with diverse learning needs. Ask yourself where AI tools might save time, enrich learning experiences or provide data that can help you make informed decisions.

Set clear objectives – why do you want to use AI?
Decide your purpose for using AI in the classroom. Instead of using AI because it's a new trend, focus on specific goals, such as helping students to be more engaged, automating assessment or providing more detailed insights into students. Clear objectives will help you choose the right tools, set benchmarks for success and make sure that the technology helps you achieve your educational vision.

Select the right AI tools – do they meet your needs?

Take the time to research and evaluate various AI tools. Read reviews, look for case studies and try demos where possible. Make sure each tool aligns with your goals and your school’s policies, particularly on data privacy and security. Consider whether the tools are accessible, easy to use and compatible with your existing teaching practices and technology.

Prepare stakeholders – involve students, parents and colleagues
Introduce AI thoughtfully by discussing it with those who will use it directly or indirectly. Tell students, parents and colleagues about how and why you’re using AI in your classroom. Set guidelines for using AI ethically  and provide any necessary training or resources. Transparency builds trust and helps everyone feel more comfortable and informed about the role AI will play.

Monitor and evaluate – are you meeting your objectives?
Regularly assess whether the AI tool is meeting the objectives you set. This can include tracking improvements in student engagement, evaluating how efficient the tool is and measuring learning outcomes. Use feedback from students and colleagues, as well as relevant analytics, to judge if the tool is effective. If you’re not seeing the desired results, consider adjusting your approach or exploring alternative tools.

Encourage reflection – involve students in evaluating the effects of AI
Involve students in reflecting on how AI tools affect their learning. This can include discussing how they use AI, any challenges they encounter and their thoughts on AI’s role in education. This process encourages critical thinking and digital literacy, helping students become more thoughtful users of technology. Provide opportunities for teachers to reflect together as well.

 

Stay informed – keep up with new developments
AI in education is constantly evolving, with new tools and updates regularly emerging. Stay informed about advances, best practice and any changes in policies or regulations that might affect how you use AI in the classroom. This will allow you to make informed choices and adapt to the ever-changing and developing features of educational technology.

Finding out more

There are lots of excellent materials on AI in the classroom.

If you are considering how you could use AI to help you to deliver effective classroom strategies, you could review the approaches and prompts shared in these articles.

 

Relevant AI in education publications

 

AI in education resources online

To find out more about how we are approaching AI, the links below may be useful.

Glossary

Adaptive learning: Educational technology that adjusts the difficulty and type of content based on a student's performance and the pace they learn at.

AI hallucinations: Instances where AI generates incorrect or misleading information due to insufficient or biased data.

AI literacy: The ability to understand, use and critically evaluate AI tools and their outputs.

Artificial intelligence (AI): The capability of machines to perform tasks that typically require human intelligence, such as recognising patterns, solving problems and generating content.

Assessment for learning: An approach where assessment is used to inform and improve student learning, rather than just measure it.

Augmented reality (AR): An interactive experience where real-world environments are enhanced by computer-generated information.

Bias in AI: The presence of systematic errors in AI outputs due to prejudiced data or algorithms, leading to unfair outcomes.

Chatbots: AI-powered virtual assistants that can interact with users, answer questions and provide support.

Computer vision: AI that allows computers to interpret and understand visual data from the world, such as images and videos.

Critical engagement: The practice of thinking and speaking critically about a topic. It can involve analysing ideas, asking questions and making judgments.

Data privacy: The protection of personal information from unauthorised access and making sure that information is collected and used responsibly.

Digital ethics: The study and practice of using technology in ways that are morally sound and socially responsible.

Ethical AI: The practice of designing and using AI in ways that are fair, transparent and respect users’ privacy and rights.

Gamification: Applying game-design elements in non-game contexts, such as education, to increase students’ engagement and motivation.

Generative AI (Gen AI): A type of AI that learns from examples and creates original content, such as text, images or music, rather than following fixed rules.

Higher-order thinking: the process of analysing and evaluating information to form conclusions, rather than simply observing or memorising.

Inclusive education: Educational practices that make sure all students, regardless of their abilities or backgrounds, have equal access to learning opportunities.

Large language models (LLMs): Advanced machine learning models designed to understand, predict and generate human language.

Machine learning: A branch of AI where systems learn and improve from data without being specifically programmed for each outcome.

Metacognition: The awareness and understanding of your own thought processes, often encouraged in education to improve learning outcomes.

Modelling: Providing learners with an example of how to produce a piece of work and how the finished piece should look.

Natural language processing (NLP): AI technology that enables computers to understand and respond to human language, both written and spoken.

Personalised learning: Tailoring educational experiences to meet the needs and preferences of each student using AI.

Prompt-crafting: The skill of designing effective prompts to guide AI models in generating high-quality responses.

Scaffolding: The teacher provides appropriate guidance and support to enable learners to continue to build on their current level of understanding to gain confidence and independence in using new knowledge or skills. 

Self-assessment tools: AI tools that provide instant feedback to students, allowing them to evaluate their own understanding and progress.

Text-to-speech (TTS): Technology that converts written text into spoken words, often used to support students with reading difficulties.

Traditional AI: A type of AI that works with computer programs which can only do exactly what humans have programmed them to do.

Virtual reality (VR): A simulated experience that can be similar to or completely different from the real world, often used for immersive learning.

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