2026-04-23

10. Deputy Ryan O'Meara asked the Minister for Education and Youth the training available for teachers to support them in their AI literacy skills; and if she will make a statement on the matter. [29161/26]

A comprehensive suite of professional learning to support teachers in relation to artificial intelligence, AI, for teachers is being provided by Oide technology in education, Oide TIE, which is the Department-funded digital teacher professional learning service that has been rolled out across the country. This work recognises both the opportunities and challenges presented by AI in schools, including its potential to enhance teaching and learning and assessment, alongside considerations such as ethics, responsible use, data privacy, algorithmic bias and assessment integrity. In this context, the AI in schools external advisory task force will hold its first meeting on 14 May 2026. This task force will be set up and will support the Department in developing a coherent national approach to the safe, responsible and effective use of AI across our school system. At my request as Minister, the task force will report to me quarterly with reports on its emerging findings. Through Oide TIE, general support is provided on the use of AI, particularly generative AI, in education. A dedicated AI hub on the Oide TIE website is available for all schools. This is a carefully curated digital space to support school leaders and teachers in considering the use of AI. It promotes the practical implementation and ethical application of AI, ensuring that schools adopt AI technologies in a thoughtful and effective way. The AI hub provides resources for teachers, including an introductory online course, AI for Schools. It also helps educators to understand AI. Documents are published in relation to guidance on AI for schools and the ethical considerations involved, as outlined in the digital strategy for schools.

I would like to focus briefly on the additional assessment components, AACs. These are being rolled out fully but they exist already in some subjects. This time 12 years ago, I finished my research study report as part of leaving certificate history. I did that report on the Modreeny ambush, where the north Tipperary flying column ambushed the Black and Tans between Cloughjordan and Borrisokane during the War of Independence. I had to look at Ernie O’Malley’s Raids and Rallies, the late Roche Williams' book, In and Out of School - In the Home of the MacDonaghs, and research done by the Cloughjordan Heritage Group. This morning, I was able to just google the Modreeny ambush and get a full overview, with the date and time, the number of casualties, their names and everything else. My concern is around the way in which students are so easily able to access all that information now and how it impacts on the additional assessment component. I am glad to hear that the external advisory task force is being established. That will be needed for teachers and for external examiners as we continue to grow what I see as the very important additional assessment components.

The Deputy raises an important issue. In relation to the additional assessment components, coursework rules were published by the State Examinations Commission, SEC, last November. They addressed the use and misuse of artificial intelligence. Additionally, the SEC has also commissioned research by the University of Limerick, which is due for completion in December 2026. There are very clear rules online, through the SEC, in relation to the use of AI for examinations. As the Deputy and I will remember from when we were at school, if somebody else’s work is being used, then it has to be referenced. We have to quote it. It is very clearly laid out for teachers and students. Students have a responsibility as well. There is the AI task force, which has key educational stakeholders and experts in this area on it who will report back to me. It is not just us doing the work here nationally. We are also working with our European counterparts, looking at the evidence and best practice coming from an EU level, and constantly updating our own AI research and guidance to schools. The SEC has clear coursework guidelines in this regard.

It is important to acknowledge the many positive benefits to AI as well. It is not all negative but it is essential that this advisory task force is up and running and doing that work. AI is moving so quickly compared to what we would have had only a number of years ago, let alone what I would have had in technological assistance doing my leaving certificate 12 years ago. There are so many benefits there to enhance students' learning experience and to enhance their ability to dig down into information but it is about all those mechanisms the Minister mentioned and possibly more, including working with European counterparts, that will be so important to ensure this technology does not take away from the ability to teach students the skills of critical thinking, research and analysis and investigating primary and secondary sources in whatever subject it might be. A huge body of work is needed and I am delighted to see the Department advancing it.

The Deputy very eloquently expressed the situation in relation to the role of the teacher and teaching and learning, which is very important. There are lots of positives for AI, as well as lots of challenges, including its ethical use. Teachers and school leaders play a central role in developing students' digital skills, including AI literacy. To support them, we have the AI schools hubs, acceptable use policy, bespoke in-school supports for teachers and Oide. We are also working at EU level. An international AI pilot is exploring data literacy, the ethical use of AI and generative AI. That information, the feedback and learning from that pilot, will feed into our guidance for our schools. We are constantly working and evolving, and working with our European counterparts and on national research here and on best practice to ensure we are rolling this technology out in a very safe and ethical manner. My Department has adopted a whole evidence-informed approach to AI, and that task force will be instrumental in these ongoing efforts. This is a living document and an evolving situation, and we need to make sure we are keeping ahead and working with European counterparts to make sure our young people are prepared for this digital world.

Deputies have asked to switch Question Nos. 11 and 12 around to allow for attendance at committees. We take Question No. 12 next.