Mearns Castle High School Appoints First Dedicated AI Literacy Teacher in UK

According to BBC UK, some teenagers are already utilizing artificial intelligence for tasks such as completing homework, preparing for exams, and refining coursework, while others are completely avoiding its use. Mearns Castle High School in East Renfrewshire is believed to be the first school in the UK to have appointed a dedicated principal teacher of AI literacy. This position has been given to Jamie Laycock, who previously served as a principal teacher of biology. Laycock's objective is to ensure that students are capable of questioning, challenging, and employing AI in a responsible manner.

During one of his initial lessons, students were presented with a combination of genuine and AI-generated images and were asked to identify the fabricated ones. The difficulty of this task was reportedly greater than many anticipated. Laycock noted that the capability of so-called deepfakes is advancing rapidly, making identification increasingly challenging day by day.

Beyond identifying fake images, Laycock also instructs pupils on the concept of "hallucinations," which occurs when AI confidently presents information that it has fabricated. He stated that for a young person lacking "foundational knowledge," it could be difficult to discern whether something is a genuine fact or a hallucination. He emphasized that young people must be taught to be skeptical of any AI output and subsequently verify it to confirm its factual basis.

Another risk highlighted is "anthropomorphisation," which involves people treating chatbots as if they are trusted experts or friends simply because of their human-like speech. Laycock commented that while these tools possess human-like qualities, they are fundamentally machines, and maintaining this perspective is particularly difficult for young people. Furthermore, he warned that AI frequently flatters users and concurs with their ideas instead of challenging them, which poses a risk to young individuals who might accept answers without critical thought.

Students will also learn about the biases present in AI, which stem from the data it was trained on. The lessons are designed to be adapted to "different ages and stages," with younger students needing to focus on foundational knowledge and critical thinking before progressing to practical AI applications. Laycock clarified that the school is not advocating for or against AI, but rather teaching learners how to use it appropriately to maximize benefits while remaining aware that they are interacting with a machine, and that it should not affect their capacity for critical evaluation.

This dedicated role follows a report from Edinburgh University earlier this year, which concluded that Scottish schools lacked the time and capacity to adequately prepare for the swift rise of AI. At Mearns Castle, all students in S1 and S2 will receive AI literacy lessons, while older year groups will cover the topic through citizenship and personal education (PSE) classes. An elective course will also be offered to senior students. Laycock will also assist in training colleagues on AI usage and developing teaching resources for other schools. The creation of this role was prompted by increasing interest from both parents and students, many of whom are inquiring about AI's potential impact on future careers.

Several S6 students have volunteered to collaborate with Laycock on the most effective methods for teaching AI to the rest of the school. One student, 17-year-old Tomo, who intended to study finance and economics as a trader, is now contemplating whether AI could alter the profession before his graduation. Another student, Aydin, suggested that the technology should function as a tool to assist understanding rather than provide immediate answers, advising against its constant use or abuse.

Head teacher Stuart Clark stated that the implications of AI are expected to be significant for both society and the economy. He noted that while there are risks associated with AI, there are also opportunities, and it is crucial that society avoids the mistakes made with social media regarding young people adopting it without full understanding of its implications.

The Scottish government issued national guidelines on AI in March of this year, emphasizing the importance of ethical use, which includes avoiding excessive reliance on it in educational settings and preventing it from replacing meaningful human interaction. Education Secretary Màiri McAllan expressed encouragement at schools and councils exploring ways to support AI literacy, adding that as AI becomes more prevalent, it is vital that both learners and educators are supported to grasp the opportunities and challenges these technologies present. She further mentioned that the guidance outlines principles to aid local decision-making regarding AI in education, allowing councils to inform their approach based on their legal duties, existing setups, and local conditions. She concluded by stating that the Scottish government will continue to review matters because AI is developing at an exceptionally fast rate.