Use of AI by schools.

Legislation and rules

Using AI in education involves laws like the GDPR, which makes schools careful with personal data. Since 2024 the European AI Act applies. This law aims to use AI safely and protect basic rights. Some AI uses in education count as high risk, like when AI checks learning results or sets education levels. These need extra rules like transparency and risk control. These rules will come step by step in the next years.

AI uses by schools

Schools can use AI in different ways to support education. AI can help track study progress, analyse learning results and adjust lessons to the student’s level. AI can also help teachers with admin tasks, lesson planning or creating material. Schools must understand how AI works and use it as a tool, not to replace the teacher.

Policy and transparency

Schools differ in how they handle AI. Some have clear rules and policies. Others are still making them. Schools should be open about how they use AI and record where and why they use the technology. This gives students, parents and staff clear information.

Benefits of AI in education

AI can support education in many ways. It helps teachers by making some tasks faster, like analysing results or preparing lessons. AI also helps understand how students develop and helps tailor education to each student’s needs. If used carefully and teachers stay in charge, AI can be a useful addition.

Risks and concerns

Besides benefits, AI also brings risks. Often it is not clear how AI makes decisions, making checks hard. Schools might depend too much on commercial providers or not protect student data well enough. Mistakes or bias in AI can cause unfair treatment. Schools must stay critical, know enough and make clear rules for AI use.

AI use by students

Students use AI more often as a tool for schoolwork. It can help understand lessons, improve texts or practice tasks. But students may rely too much on AI, copying answers without understanding or thinking less by themselves. AI should support learning and not replace the student’s own thinking.