AI in education

Artificial intelligence is becoming an increasingly visible part of education, higher education and the workplace. As these technologies develop, schools face an important challenge: helping young people understand how to use AI effectively while ensuring that the habits of thinking, independence and intellectual curiosity that underpin learning are preserved.

At Marlborough College, we believe that preparing pupils for a future shaped by AI requires more than simply teaching them how to use new tools. It requires helping them understand when such tools are useful, when they are not, and how to make thoughtful decisions about their use.

For this reason, we are pleased to offer an AI Meta-literacy Programme to pupils in the Lower Sixth.

The programme has been developed in partnership with Dawn Taylor, educational leader and founder of Challenge Innovate Grow, and Sam Clarke, Lecturer in Education at York St John University. Together, we have designed a programme that combines AI literacy, the science of learning and metacognitive skills, helping pupils to become confident, critical and responsible users of AI.

Rather than viewing AI solely as a technological development, we believe it should be considered through a wider educational lens. Our aim is to help pupils understand not only how AI systems work, but also how they influence learning, decision-making, creativity, communication and the development of knowledge.

Throughout the year, the Lower Sixth will engage with the programme through the Sixth Form Seminar Series, alongside sessions within PSHEE and Careers Education. This allows AI literacy to be explored in its proper context: not as an isolated topic, but as something that is increasingly relevant to academic study, future careers and life beyond school.

The programme will explore topics such as:

• how AI systems work and where their limitations lie;
• evaluating the accuracy and reliability of AI-generated information;
• academic integrity in an age of generative AI;
• the relationship between AI, learning and memory;
• ethical decision-making and responsible use;
• the implications of AI for future study and employment.

A central theme throughout the programme is the importance of maintaining independent thought. We want our pupils to understand that whilst AI can be a powerful tool, learning still depends upon effort, reflection, good judgement and the willingness to grapple with difficult ideas. In short, we want technology to support thinking rather than replace it.

Alongside the educational programme, we also offer pupils the opportunity to participate in a research project being conducted in partnership with York St John University. The research seeks to better understand how schools can support young people in using AI in ways that enhance learning whilst avoiding over-reliance on technology. As AI becomes more prevalent in education, there is an increasing need for evidence-informed approaches that help pupils develop both digital competence and intellectual independence. Pupils who choose to participate in the research are invited to complete short reflections and provide feedback at points throughout the year. Their experiences help us evaluate the effectiveness of the programme and contribute to a growing body of educational research in this emerging field.

One of the reasons we are particularly excited about this project is that it reflects a genuinely learner-centred approach. Rather than assuming we already have all the answers, we want to listen carefully to the experiences of the young people navigating these technologies every day. Their perspectives will help shape future iterations of the programme and contribute to wider conversations about AI and education.

Whilst artificial intelligence will undoubtedly continue to evolve, the qualities that enable young people to thrive remain remarkably consistent: critical thinking, curiosity, integrity, adaptability and sound judgement. These are the qualities we seek to nurture through this programme.