Throughout the past months, we delivered a variety of professional learning events, including AI Literacy sessions for primary and secondary teachers, reaching over 500 adults, among which teachers, researchers, education leaders, policymakers, and industry professionals.

We were speakers听at the听 webinar and听. We co-organised the听Designing EdTech for Equity听workshop in collaboration with the University of Oxford and co-hosted Professor Matti Tedre’s public lecture on Finland’s AI literacy programme Generation AI with the

The Hub co-lead Professor Judy Robertson delivered the AI and Creativity in English online session for Education Scotland鈥檚 Literacy and English Curriculum Network. You can watch the recording here: .

We are looking forward to continuing our work to establish a professional learning community for Scottish teachers interested in developing research-informed practice in digital, data, and AI literacy.

Below, you can sign up for our upcoming events:

– 30 April 2026, 16:00-17:00 BST: Digital Pedagogy
– 14 May 2026, 16:00-17:00 BST: Introduction to Assistive Technology for Universal Support
– 20 May 2026, 16:00-17:00 BST: Introduction to Assistive Technology to Support Communication

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Organised and delivered by our partners at and , the event brought on stage seven personas of school students, developed and written by the organisers and a group of school-age actors, discussing AI between a lesson and another: is using AI to do your homework cheating? What in the case of kids with ASN such as dyslexia? Is it fair to upload someone else’s picture on an app to make AI-generated images?

On the one hand, the young actors were able to voice their point of view on these ethical issues or embody perspectives and emotions different from their own through this experience. The creative process allowed them to make an exercise of imagination while learning about the subject. On the other hand, the audience, which was composed of education professionals and researchers, had the chance to watch realistic representations of possible real-life conversations taking place in the schools’ corridors, and – at the end of each scenes – discuss issues and perspectives with the personas on stage, and the young actors behind them.

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This activity was a festive spin on the programme’s well-established听听activity, in which learners are asked to locate a hidden sensor by analysing its data. The pupils analysed a mixture of sensor data and encrypted messages to locate Rudolph, the red-nosed Reindeer, who had gone off on a short break just before Christmas.

Rudolph was eventually found relaxing in a jacuzzi in Inverness. Learners and teachers responded with enthusiastic feedback, and some have now encrypted their own messages using the techniques learned during the activity.

Thankfully, Rudolph is now back in Lapland preparing for a busy festive period.

(Images created with Midjourney)

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Our team shared practical activities with around 20 primary and secondary teachers and education practitioners across Scotland, and offered resources on respectful dialogue, finding and interpreting trustworthy data, verifying information, and understanding how statistics can be used, or misused, to shape narratives.

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The , formerly the Old Royal Infirmary of Edinburgh, is a futures-focused space for multidisciplinary collaboration, data-led innovation, education, research, and partnership. Our office is based in the building, and some of our team members represented our programme at Doors Open Day, which welcomed approximately 1500 members of the public of all ages.

Our stall showcased some of our most popular teaching resources and learner activities. Visitors of all ages, from school students to parents, educators and the general public, were keen to try our “Duck or Die” activity and learn more about our work to bring responsible AI literacy into the schools in Scotland.

The plentiful stimulating conversations with young people and the public were the highlight of the day. We discussed whether or not AI can distinguish rubber ducks from dice, whether you can easily spot AI-written prompts, and how to successfully embed data and AI literacy in the school curriculum creatively and responsibly.

Credit for all pictures goes to Chris Scott, photographer.

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“AI in Scottish Schools” addressed teachers, educators, researchers, and policymakers and highlighted work introducing AI literacy for educators and learners and having children鈥檚 voices and rights at its heart.听

Our team at 天美视频 introduced the 鈥淭eaching Responsible Artificial Intelligence in Schools” website () and resources, and our AI Teachers in Residence programme, which brings six secondary teachers together to conduct innovative, interdisciplinary work on the use of AI at their respective schools. We showcased some of the TRAILS resources and activities, including the , which contains an AI curriculum framework relating to Curriculum for Excellence outcomes, our and an lesson plan created by one of our AI Teachers in Residence.听

The Children鈥檚 Parliament team then introduced their and , created in partnership with the Scottish AI Alliance and The Alan Turing Institute and co-designed with children across Scotland. The Teaching Pack contains six full lesson plans aimed at Primary 5-7 and explores a range of themes, such as how AI uses data, concepts around AI and fairness, privacy, rights and the future of technology.

We were happy to meet a full room of 48 attendees at the Edinburgh Futures Institute, and an engaged cohort of 147 online participants, including primary and secondary teachers, headteachers, researchers, and policymakers. We are looking forward to following up on the positive feedback we received and keeping our to bring responsible AI literacy into the school, having children’s rights at heart.

Did you miss the event? You can now watch the recording here: . Children’s Parliament’s Call to Action video and “AI in our Lives” video are not viewable in the recording. You can watch them on their YouTube channel: and .

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Come along to in-person or online sessions from the University of Edinburgh and get access to new resources for AI literacy!听

Each session is repeated so please register for only one.

Friday 23rd May, 2 – 4pm
In-person at Edinburgh Futures Institute 2.55听 and online

Tuesday 3rd June, 7-8pm – online only

Thursday 5th June, 4-5pm – online only

Further Information:

Discover introductory lessons for Secondary learners on AI literacy.听 Pick-up-and-teach cross-curricular lessons about AI tools, how they work, and if they鈥檙e fair and ethical. Get a free set of interactive 鈥榰nplugged鈥� activities requiring no technical knowledge to use in class.听 Play a board game with your learners exploring the sustainability issues with AI systems.听

Subject-specific lessons created by our 鈥楾eachers in Residence鈥�.听 Explore how to teach with AI tools in RMPS, Music, Computing Science, Social Studies, and how to use AI to support learners with Additional Support Needs, all written by experienced teachers from across Scotland.听听听

Find out about our draft AI curriculum framework for Scotland and get a free copy of our new 鈥淭each AI鈥� handbook for Broad General Education in upper Primary and Secondary school settings, developed by researchers at the University of Edinburgh with support from Education Scotland, the SQA and Scottish Government.听

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As part of a research collaboration between the University of Edinburgh and , we worked jointly with secondary students as peer researchers to conduct surveys and focus groups with other young people.听

On the 10th June 2025, the student co-researchers and Maggie Mroczkowski and Jamie Lawson from Qualifications Scotland shared their findings in an online event that reached a cohort of 54 attendees, including school leaders, teachers, policy makers and researchers.听Theo Pengelley (Qualifications Scotland) discussed how the findings relate to Qualifications Scotland鈥檚 stance on AI in assessment.

The outcomes of this research have been published as a paper, , and were presented at the .

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Around 20 S3 learners from George Watson’s College and around 15 S3 learners from Castlebrae Community High School attended the event.

Team member Kate Farrell led the learners through “Unplugged AI”, a series of activities on data and AI (Is this a Zegah?,听Let鈥檚 Generate a Sentence,听Let鈥檚 Write a Story). The students then split into groups and took turns to try out three kinds of activities: “Duck or Die”, a game that allows players to train an AI machine to distinguish between ducks and dice; “Microbits Dancing”, where players wear microbits while dancing to collect data that allows AI to recognise dance moves; finally, the students were given question prompts to discuss the ethical implications of data gathering and AI.

The second part of the event saw the students be judges of an AI-themed talent show. “Unbelievably Talented” by asked the learners to distinguish between art entirely made by humans, and art created with the help of AI. The game led to fruitful discussion on whether such a thing as AI artist exists and whether and/or in which instances we are allowed to use AI to create art.

The event was an opportunity to introduce secondary students to tools and key issues in the use of Artificial Intelligence for creative projects.

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