Education Policy

89. Deputy Ryan O'Meara asked the Minister for Education and Youth if she will consider expanding AI literacy in schools, including the teaching of the safe and responsible use of artificial intelligence in primary schools and curriculum-based AI literacy modules for students at junior cycle and senior cycle. [74868/26]

Will the Minister consider expanding AI literacy in schools, including the teaching of the safe, responsible and age-appropriate use of artificial intelligence in primary schools and curriculum-based AI literacy modules for students at junior cycle and senior cycle? We cannot ignore the number of students in this country now accessing AI every day of the week. How are we preparing them to use AI responsibly?

I thank the Deputy. I can assure him that both the Minister, Deputy Naughton and I are conscious of both the opportunities and the challenges presented by artificial intelligence within the education system. The Minister was in Estonia recently looking at their approach to developing AI literacy and the early implementation of its national AI Leap programme. The visit reinforced the importance of ensuring that pedagogy leads and technology follows, and that teachers and students are supported to develop an age-appropriate understanding of how AI works, to recognise its capacities, capabilities and limitations, determine when its use is appropriate, and use it safely, responsibly and effectively in support of teaching and learning. In addition, an AI in schools external advisory task force has been established to support the Department in the further development of a coherent national approach to the safe, responsible and effective use of AI in schools, which will consider AI literacy as part of its programme. It should be noted, however, that existing curricula at all levels already provide multiple opportunities to develop digital skills and digital literacy, including AI literacy. Ongoing curriculum reform across primary and post-primary education is further strengthening this provision to ensure young people are equipped to use digital technologies responsibly and to recognise misinformation, disinformation and Al-generated content. AI in education is also a priority during the Irish Presidency of the Council of the European Union. Today, the Department is hosting the high-level conference Education in the Age of AI: Building Europe’s Digital Future in Galway. The conference will bring together policymakers, education leaders, researchers, practitioners, industry experts and international stakeholders to advance a shared understanding of AI literacy and to support inclusive, ethical and future-orientated approaches to integrating Al into teaching,

I will start by acknowledging the positives of AI and the huge benefits for students and young people in gaining access to information. My concern relates to a personal example. Twelve or 13 years ago, when I did my leaving certificate, I did history. Part of that was a 20% component for the research study report. I was taught by Amanda England in the CBS in Nenagh for five years. I loved the subject. It was probably my favourite subject. I did my research study on the Modreeny ambush. That component is all about research skills, critical thinking and analysis, and finding and evaluating primary or secondary sources. They are important skills, particularly for anyone going on to further academic research or third level education. That critical analysis and research component of the research study report in history foster really important skills in one's education. With access to AI and the information that is out there now, I worry that this is just one example of how AI could negatively impact on the ability of children and young people to access the important parts of their education.

The Deputy's points are well made. This is crucially important. Like many technological developments over the decades, AI is presenting challenges. Within the Department and in society in general, we have to ensure, regarding the developments that are happening, that in parallel the Department is equipping its educators and those within education with the tools to ensure we are meeting them. Last October, we published guidelines, which we are updating. The information the guidelines relate to is travelling at speed. It is not a case of just updating the guidelines such that they will last for five, ten or however many years. The technology is advancing so fast. The Deputy made a point about projects at leaving certificate level. All of that is taken into account. Huge work is being done within the Department and throughout the examination system to future-proof that and protect the integrity of our education system.

I will touch on the research study report again because it is a good example. When I was researching that, I had to find the literature myself. I was lucky that I had two uncles. My uncle Seán had a book on the history of Kilruane and Cloughjordan parish, and my uncle Martin had the book Raids and Rallies by Ernie O'Malley. Both had important pieces of information on the Modreeny ambush that formed part of my research. Before I stood up to speak here, I told ChatGPT to write a 1,000-word essay for me on the Modreeny ambush, with the key facts, the key dates, who was involved and the importance of it, to produce a bibliography and to fit the style of the research study report. It produced that in seconds. Skills you learn in school, perhaps from doing the research study report, include critical analysis and actual research, finding the information yourself and evaluating it. We have to teach young people that while AI is useful, positive and a big part of our future, the skills we learn in our education cannot simply be replaced by telling a chatbot to give you the information you want and skipping the actual work in the process.

The Deputy's point is well made. Just over a decade ago, the research was being done with hard copies of books. Students or anybody doing research would have had to do that. Now, you can put that information together within seconds. That is leaving aside the ability of students or the young person to engage meaningfully with it, equipping them for life. Education at all levels is about equipping people for life. We have to be mindful of the new reality of AI and how we are dealing with that within the school community and within society. It is an important piece. I assure the Deputy the Department is taking it seriously and is constantly mindful of the changes taking place to ensure that our education system is fit for purpose in the new year.