EDUCATION SPOTLIGHT
Digital responsibility John Morgan, AI integration and innovation lead at Abbey College Cambridge, explains how and why education is embracing rather than resisting artificial intelligence
A rtificial intelligence (AI) quickly being embraced by the curriculum, while still making sure students develop the in-depth subject knowledge, critical thinking, emotional intelligence and digital responsibility needed to use it safely, effectively and ethically. “As we equip our students, staff and governors with the skills to harness AI effectively and responsibly, we must never lose sight of a fundamental principle, and that is that people must remain at the centre of the AI revolution. Human judgement, ethical responsibility and strong governance must remain central to how AI is developed, adopted and used, particularly in education,” emphasises Dr Elena Hesse, principal at Abbey College Cambridge. Artificial intelligence is already supporting education in a variety of ways. For learning English as an additional language, the benefits are particularly clear, as AI tools can provide bespoke exercises, explanations and vocabulary support, while giving students immediate feedback and greater ownership of their learning. Students can create glossaries, is rapidly becoming part of everyday life, and education is no exception. The opportunities that AI offers are
explore unfamiliar concepts and analyse their own writing, providing additional opportunities to practise and develop their language skills. However, using AI effectively is about much more than just knowing how to use a chatbot. Students also need to understand when AI is appropriate, how to question the information it provides and how to use it as a tool for learning, rather than allowing it to replace their own thinking. Abbey College Cambridge’s head of chemistry Dr Cristina Alves Martins has seen how this approach can work in practice. She encourages students to use AI to stimulate their thinking and ask better questions rather than simply looking for the answers. “Students find AI is helping them to ask the right questions in order to help them understand what they don’t know, to help them narrow the gaps in their knowledge. They see AI as a trampoline to the next level of understanding in their learning.” Rather than avoiding AI, it’s being seen as an opportunity to develop students’ They see AI as a trampoline to the next level of understanding
critical thinking. They need to be able to evaluate AI-generated information, recognise when it may be inaccurate and understand that technology cannot replace the knowledge and judgement developed through their own studies. This approach extends to safeguarding too. As AI becomes increasingly familiar to young people, students are encountering it in both academic and social settings. Paul Matthews, deputy designated safeguarding lead, explains that this creates ‘a new area for the safeguarding team when looking at students’ pastoral wellbeing and ensuring they’re on the right track’. Helping students understand the opportunities and responsibilities that come with new technology is now an important part of their wider education. Digital literacy means not only knowing how to use technology but understanding its limitations, making responsible choices and knowing how to stay safe. Used thoughtfully, AI can help students practise, explore, question and deepen their understanding. By introducing them to these technologies in a supportive and responsible environment, we can help them become informed and adaptable learners, ready to embrace the future.
abbeycambridge.co.uk
CAMBSEDITION.CO.UK NOVEMBER 2026 95
Powered by FlippingBook