Artificial Intelligence (AI) has become an integral part of both teachers and students’ lives, transforming traditional classrooms into dynamic spaces of personalised learning. While many embrace this shift, some raise concerns about its potential to overshadow critical thinking and genuine learning.
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At Foley’s School in Limassol, head of school Lucy Georghiou highlights the early stages of integrating AI into education. Teachers are utilising AI for planning lessons, tailoring instruction to individual needs, and identifying gaps in students’ learning. Georghiou emphasises, “We’re very careful in making sure AI supports thinking rather than replaces it.” This approach aims to prepare students for a future where AI is prevalent in workplaces.
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In tandem, students are being taught to use AI ethically during their studies. They employ AI tools for generating ideas, practising skills, and developing study plans for exams. “The future impact is about confidence,” Georghiou explains, as students learn to navigate AI responsibly and critically, ensuring it serves as a learning partner rather than a shortcut.
Simon Demetriou, deputy head at Heritage Private School, echoes this sentiment, noting the importance of distinguishing between curriculum and pedagogical decisions regarding AI in education. He asserts that a foundational understanding of AI is vital, as it can add significant value to the learning experience.
Encouragingly, students at the International School of Paphos (ISOP) engage with AI in various ways, such as studying syllabus topics through interactive conversations and using AI applications to create revision flashcards. “We encourage them to ask questions and challenge AI responses, trust their human knowledge,” Georghiou adds. This critical approach aims to ensure students understand both the strengths and limitations of AI.
Recent initiatives have included modules on AI and prompt engineering in ICT classes from year 7 onwards, equipping students with practical skills to navigate the complexities of AI. “Students are being introduced to the different AI tools that are commonly used, on both the ethics of it, and how to try and productively use it,” says Demetriou.
In a recent public lecture in Nicosia, educator Michalis Tortouris discussed the ethical and pedagogical responsibilities surrounding AI in education. He emphasised that while technology can support teachers and learners, it requires guidance, with educators acting as the moral compass in ensuring safe and responsible use.
Schools are adopting AI for learning and planning, but they maintain that it should not replace assessed work. Georghiou explains, “We teach our pupils what AI is and how it works, its bias and limitations, we talk about ethics, copyright and data protection.” This comprehensive approach to AI literacy spans the entire curriculum, especially in ICT, where young pupils learn about AI and its implications for their education and lives.
Despite the enthusiasm surrounding AI, Demetriou warns against the potential pitfalls of teaching students solely about current AI applications. He suggests that the focus should be on developing skills applicable across various technologies, stressing that the integration of AI in classrooms should not detract from fundamental learning experiences.
As the landscape of education continues to evolve, Demetriou notes that while some productive uses of AI have emerged, educators must be cautious. He argues that the time spent teaching students to use AI responsibly can sometimes outweigh any benefits gained, particularly for younger students. “The evidence suggests that the way to help those students actually isn’t that much different to the way we helped students before this technology existed,” he asserts.
Amidst these developments, Stella Luizinho, a careers advisor at ISOP, highlights the importance of preparing students for an uncertain future. She emphasises a cautious and responsible approach to AI, incorporating insights from industry professionals during guidance meetings to illustrate AI’s role in higher education and future careers. “We encourage students to consider how AI is reshaping different industries,” she explains.
Georghiou notes an increase in students choosing AI-related undergraduate degrees but stresses the importance of fostering genuine passion for learning. “As fantastic a tool as AI is, it cannot replace genuine passion for expertise and the love of learning,” she remarks. This sentiment reflects a broader understanding that while AI influences various subjects, the core human skills of judgement, empathy, and creativity remain essential.
As the educational landscape shifts, the challenge lies in teaching students to adapt to an AI-driven world. Schools are recognising that AI is not merely a tool but a catalyst for rethinking assessment and teaching methods. “AI is not a shadow. It is a spotlight,” Georghiou concludes, encouraging schools to engage thoughtfully with AI to harness its potential.
