TRAILS is the result of various streams of work funded through the (with partners at The Scottish Government, Education Scotland, the former Scottish Qualification Authority, now Qualifications Scotland), the , and the .听Explore our projects focusing on AI literacy: AI Literacy – 天美视频.

TRAILS hosts free resources on how to use AI in your classroom, including our brand new “Teach AI Literacy: A Guide for Teachers” handbook and draft AI curriculum framework for Scotland, and subject-specific lessons created by our 鈥楾eachers in Residence鈥�.

The proposed AI framework is the result of multi-agency discussions and collaboration with colleagues at the University of Edinburgh and representatives from the Scottish Government, Education Scotland, Qualifications Scotland (former SQA), The Scottish AI Alliance, and The Children鈥檚 Parliament.

On Friday 23rd May, Tuesday 3rd June, and Thursday 5th June, we hosted launch events at the Edinburgh Futures Institute and online. Our team presented these resources and the research behind them to an audience of 19 in-person and 87 online attendees, including teachers from local authorities across Scotland, the UK and abroad. The launch included presentations from the 天美视频 team leader and (, University of Edinburgh).听

Visit and download our and now!

We presented:

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. A free set of interactive 鈥榰nplugged鈥� activities requiring no technical knowledge to use in class.听 A board game for teachers and learners exploring the sustainability issues with AI systems.

Subject-specific lessons created by our 鈥楾eachers in Residence鈥�, exploring听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

Our draft AI curriculum framework for Scotland and free copies of our new 鈥淭each AI鈥� handbook for Broad General Education in upper Primary and Secondary school settings.

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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 .

The post Young People鈥檚 Use of AI to Support Learning appeared first on 天美视频.

The workshops involved twenty-two young people at three secondary schools (two in Edinburgh, including an ASN school, and one in Norfolk) and artists-practitioners as facilitators of imaginative, explorative and speculative activities.

During the workshops, the young people identified some key messages that they wanted to share with decision-makers and educators. These messages have been collected and published in the zine “What’s at Stake? Young People’s Take on AI & Education”.

The zine covers five areas of action that the participants at the workshops identified as fundamental for the implementation of truly responsible use of AI in education:

• Representation. While GenAI may be a useful tool for communication and self-expression, it is also affected by pervasive bias and inaccessibility issues.
• Personalisation. Despite promises of adaptability and freedom, AI cannot reflect the context of the learner or their specific needs.
• Labour. Though promoted as a useful ‘ally’ for learners, AI proved to be source of emotional labour for learners who were trying to get AI work for them.
• Educational value and cost. Young people reckon that identifying the value of AI in education is not simple, while they know of costs of this technology, such as its impact on the environment and ethical issues concerning intellectual property.
• Agency and rights. Young people want to be able to use GenAI without compromising their privacy, safety, or other rights.

Read the zine here: .

Read more about our work on AI literacy: AI Literacy – 天美视频.

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