Estyn: School inspectors in Wales to assess AI use in classrooms

Estyn, Wales’ education and training inspectorate, has announced a review to examine how Generative Artificial Intelligence (AI) is being used in schools and pupil referral units.

The review aims to identify good practices, explore the potential benefits of the technology, and assess the challenges it presents to educators and learners.

The first phase of the review involves a national survey inviting schools and pupil referral units to share their experiences with AI.

This will be followed by in-depth discussions with teachers to gather further insights.

Estyn expects to publish the findings in the summer.

To support schools considering or beginning to use Generative AI, new guidance has been made available on Hwb, the Welsh Government’s digital learning platform.

This guidance, developed with input from organisations such as the UK Safer Internet Centre, Praesidio Safeguarding, and Internet Matters, is part of a broader support package for schools.

Cabinet Secretary for Education Lynne Neagle welcomed the initiative, emphasising the importance of supporting schools through the rapid evolution of AI technology.

“Artificial Intelligence presents a huge potential for schools; the technology is evolving quickly, and it is vital that schools are supported to navigate change,” she said.

“By getting an understanding of the good practice already being used, we can help schools embrace the opportunities AI could bring responsibly, while continuing to prioritise the safety and well-being of staff and learners.”

Ms Neagle also highlighted the government’s collaboration with local authorities and online safety organisations to ensure expert advice guides schools.

Owen Evans, His Majesty’s Chief Inspector at Estyn, underscored the significance of understanding AI’s integration into education.

“Generative AI has the potential to transform education if used responsibly, and its use amongst educators and learners is accelerating at a rapid rate. Having a clearer understanding of the integration of AI in schools at a national level will enable Government to better support and guide the education community in the use of this powerful technology,” said Evans.

He encouraged school leaders, teachers, and support staff to participate in the survey, now live, and engage in discussions about their experiences using AI in classrooms.

In addition to the review, a dedicated AI subgroup of Digital Learning Cymru has been established.

This group, comprising experts from education, industry, and the third sector, will provide sector-specific insights and address the opportunities and challenges of integrating AI into the education system.

Estyn’s review reflects growing interest in the transformative potential of AI in education, with many educators seeing its ability to personalise learning and streamline administrative tasks.

However, concerns remain about data privacy, ethical use, and equitable access.

The findings from the review are anticipated to provide a clearer roadmap for Welsh schools as they navigate the evolving landscape of AI-powered education.