AI in Education Forum Reflections
INTRODUCTION
The AI in Education Roundtable, chaired by HCR Law in partnership with CyNam at the University of Gloucestershire Future Park Campus, brought together representatives from schools and colleges across South West England. Attendance was at full capacity, with strong representation from institutions delivering education from KS3 upwards. The roundtable focused on the introduction and application of AI in education, exploring how it is shaping teaching methods, curriculum content, and strategic processes within schools and colleges during a challenging period for the sector.
Current Situation in Schools and Colleges
Schools face a unique challenge: while guidance encourages integrating AI into the curriculum, many teachers find that students are often more proficient than they are. Limited resources and varying staff confidence make it difficult to implement AI processes that are trusted, reliable, and sustainable for educators, non-teaching staff, parents, and governors.
Participants emphasised the need for clear guidance from government departments to establish best practices and frameworks, ensuring AI can be used safely and in compliance with the Keeping Children Safe in Education Policy. Quality professional development (CPD) for all staff was considered essential to close knowledge gaps and build confidence. However, costs remain a major challenge, particularly given competing priorities such as maintenance and mandatory operational expenses. Trusted external guidance is seen as critical, especially in a market crowded with one-stop AI solutions for schools and trusts.
Adoption and Application of AI
Adoption of AI across schools and colleges remains fragmented. Some institutions use AI to streamline administrative processes, improve staff efficiency, and save time. Others employ AI tools for marking or content delivery, while some restrict AI use to prevent plagiarism in assessments.
Differences in adoption reflect access, cost, senior leadership confidence, and perceptions of AI’s longevity. Concerns were raised about the current guidance and resources, with some participants warning of a potential AI bubble and advocating for recommended product lists to ensure investment in AI tools is effective.
AI adoption also affects school competitiveness. Schools that integrate AI into the curriculum may appear modern and responsive, attracting prospective students, while those with fewer resources risk falling behind. Across institutions, approaches ranged from using AI purely as a research tool to help students verify information to employing AI for marking and lesson delivery, highlighting disparities that could disadvantage some learners.
AI Strategy, Policy and Safeguarding
The roundtable explored how schools are developing AI strategies and digital policies, particularly regarding safeguarding and responsible use. Participants noted that schools face significant challenges in implementing AI policies consistently, balancing safety, access, and educational opportunity. Opinions varied on issues such as parental support, students’ access to technology at home, and ensuring equitable opportunities for all learners.
There was broad agreement that creating and managing a digital strategy should be the responsibility of senior leadership teams (SLTs), similar to other critical areas such as Health and Safety or Safeguarding. In practice, however, some schools have delegated this responsibility to computing departments due to a lack of confidence or experience within SLTs, trustees, or governors. This can place undue pressure on department heads to design and oversee AI policies in an already challenging environment.
The primary priority for all schools remains compliance with the Keeping Children Safe in Education guidance and OFSTED expectations. Participants emphasised the importance of top-down leadership to ensure that AI strategies are practical, effectively implemented, and sustainable. Clear responsibilities at the SLT level help embed AI governance throughout the school, ensure safe use by students and staff, and prevent inconsistent or ad hoc adoption of tools across different departments.
Curriculum Delivery and Content
Delivering computing and AI education presents significant challenges across schools and colleges. Many institutions struggle to offer GCSE and A-level computing due to teacher shortages and the difficulty of achieving high results in these subjects. As a result, some schools have removed computing entirely, limiting students’ exposure to essential technology skills.
Even where computing is taught, the curriculum is widely considered outdated, failing to keep pace with industry developments, particularly in areas such as AI. Schools that have participated in programmes like CyberFirst have benefited from industry engagement and enrichment opportunities, highlighting the value of practical exposure alongside traditional classroom learning.
Participants agreed that AI and technology must be integrated more broadly across the curriculum, not only within computing classes but across other subjects where appropriate. Successful integration depends on the quality of teaching, support from senior leadership teams, collaboration between departments, and engagement from parents.
The discussion also extended to vocational pathways such as T Levels, apprenticeships, degrees, and the upcoming V Levels in 2027. Teachers expressed concerns about the resilience of core delivery, pressures from work experience requirements, and the potential impact of changing government policy. These challenges reinforce the need for stable, forward-looking planning to ensure that AI and technology skills are consistently embedded across the curriculum.
AI and Future Employment
AI’s role in preparing students for the future workforce was a key discussion point. Concerns were raised about AI in recruitment and selection processes, including the risk of filtering talented applicants, reducing inclusivity, and replacing human decision-making. Broader fears were expressed about future job losses, including in teaching roles, and the potential negative impact on student employment opportunities. Participants recommended restrictions and best-practice protocols for AI in recruitment, alongside transparency so applicants can prepare and, where appropriate, use AI tools themselves.
Key Takeaways
The roundtable concluded with several overarching insights regarding AI in education:
- AI is a tool, not a full solution: It supports teaching, learning, and administration, but cannot replace educators or leadership.
- Governance and oversight are essential: Government guidance and domestic hosting of AI platforms ensure safe and responsible adoption.
- Leadership drives success: Senior leadership teams must take ownership of AI strategy, policy, safeguarding, and curriculum integration.
- Equity and access matter: All students should have the opportunity to benefit from AI.
- Curriculum relevance is critical: Computing and vocational programmes must be updated to reflect AI developments and prepare students for the evolving job market.
- Professional development underpins adoption: Quality CPD and training for staff are essential to build confidence, competence, and trust in AI systems.
The roundtable highlighted that AI in education presents both opportunities and challenges. Its potential to transform teaching, learning, and school management can only be realised through responsible implementation, strong leadership, clear guidance, and equitable access for all students.