It is the fastest-growing technology in history, influencing systems globally, including education. Although artificial intelligence (AI) offers many possibilities, Irish schools are struggling without ethical frameworks and guidance on its safe use.
Teachers are experimenting with AI tools while grappling with concerns regarding plagiarism, privacy, data security and regulatory compliance – especially when AI tools gather data from children under 16, who require parental consent to use such applications. Many teachers are availing of quality but time-consuming online training, webcasts and podcasts to grow AI literacy. However, as schools endeavour to implement child-centric AI technology, the lack of approved tools and coherent guidelines leaves them to navigate this complex landscape alone.
AI tools, including those based on large language models such as ChatGPT, Gemini and the Chinese-owned frontier model, DeepSeek, are not substitutes for teachers. However, they hold exciting promise and have the potential to be powerful allies in the classroom. Successful implementation of AI depends upon the educator’s trust, literacy and confidence in using it safely and ethically. Like many teachers, I question my AI literacy to assess copyright issues, identify biases and ensure regulatory compliance. Considering the EU AI Act, which took effect in August 2024, classifies AI systems in educational settings as high-risk and directs them to undergo rigorous management and oversight, we must question if we are falling short.
To democratise AI, children should also be supported in developing AI competencies in an equitable, inclusive and age-appropriate way. The absence of such support will widen the gap between those who can afford premium AI services and those who can’t. We want children to become critical, creative and responsible citizens of the AI age, and so we must future-proof them by integrating AI literacy and tools into the curriculum.
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There is growing evidence to show that failure to regulate AI in social media led to a massive impact on democracy by enabling the rapid creation and dissemination of misleading content.
Generative AI models can produce large volumes of convincing misinformation, flooding media landscapes and political communication channels. This month, the US supreme court unanimously upheld a law that effectively bans TikTok over concerns around their AI algorithm promoting misinformation and disinformation.
This cautionary tale of cause and consequence reminds us that we are at a critical moment now with AI in education. We have robust legislation with the EU AI Act providing a structured regulatory framework governing artificial intelligence in the European Union. However, schools and educational institutions face an urgent mandate to adopt a comprehensive approach to ensure compliance with the Act.
I am particularly concerned about two key compliance requirements within the EU AI Act that affect schools: staff AI literacy training, and risk assessment and classification.
From February 2025, schools must implement mandatory AI literacy training programmes for teachers and administrative staff. This training will ensure that all personnel understand how AI tools operate, their ethical implications and the compliance standards required under the Act.
Schools may face challenges in implementing mandatory AI training programmes due to limited budgets, time constraints and varying levels of digital literacy among staff. Ensuring ongoing access to training, ongoing engagement and effective monitoring of training adds further complexity. Addressing these requirements may necessitate external support and funding to ensure equitable implementation of this crucial compliance requirement.
The requirement of risk assessment and classification under the EU AI Act will present schools in Ireland with further challenges. School managers often lack a clear picture of the AI tools teachers are using, making it difficult to evaluate and categorise them as minimal, low, high or unacceptable risks. Without the necessary time and expertise, schools may need to rely on outside consultants to conduct these complex assessments, adding financial strain to already tight budgets.
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Ireland has the opportunity to lead how human-centric AI systems may be developed and leveraged to enhance how we teach and learn. Such systems could integrate approved AI tools, incorporate teacher professional development and promote student AI literacy programmes, ensuring regulatory compliance and alignment with curricular objectives.
Any adoption of AI must prioritise human oversight, be developed in response to evidence-based research and involve all stakeholders to harness its benefits while mitigating risks.
AI is disrupting the education landscape. Although most of the current discourse in this area reflects a general scepticism and caution, disruptive technologies have historically created the potential for transformative advancements.
Schools would benefit from clear guidelines that balance innovation and regulation, ensuring that the adoption of AI is ethical, equitable and compliant with EU law. Schools must be in a state of readiness to benefit from safe and transparent AI tools that enhance teaching, assessment and learning.
There is room for partnerships between education bodies, policymakers and technical developers. This will forge a pathway towards resolving the issues outlined above.
Brighid Hennessy is a post-primary teacher and former curriculum implementation advisor with Oide, a support service for teachers and school leaders
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