Picture this: Students are not just sneaking AI into their studies—they're pleading for teachers to join them as partners in harnessing its power! This isn't science fiction; it's the ground-shifting reality emerging from Queensland's forward-thinking schools, where the call for collaboration is louder than ever. But here's where it gets controversial: Is AI a cheat or a game-changer in education? Let's dive into the fresh insights from students and educators, and explore how teachers are stepping up to guide this tech revolution.
Last year, we shared a story about Queensland educators teaming up with academics in an action research initiative to delve into how students were adopting generative AI tools and what drove them to it. You can check out that piece here: https://www.teachermagazine.com/au_en/articles/school-research-partnerships-plagiarism-and-student-use-of-ai-tools. Now, in this follow-up, Georgia Wignall—Senior Education Officer of Pedagogy at the Queensland Department of Education—reveals new perspectives straight from the students, along with details on how dedicated professional learning communities (think of these as supportive groups where teachers gather to share ideas and grow together) are empowering educators to respond effectively.
To make this crystal clear for newcomers: Generative AI refers to tools like ChatGPT, Gemini, or Copilot that can create content, answer questions, or even help brainstorm ideas based on user prompts. These aren't just fancy apps; they're reshaping how we learn and teach.
In 2024, Balmoral State High School collaborated with the UQ Learning Lab to explore why students were turning to these AI tools. The aim was straightforward yet crucial: Gain a deeper understanding of the hows and whys behind student reliance on AI, then apply those lessons to improve teaching methods. What they uncovered highlighted three key needs—boosting teacher skills, reimagining assessments to fit an AI-integrated world, and offering clear, direct guidance on using AI ethically and responsibly.
Fast-forward a year, and while we're still emphasizing that explicit teaching about AI's ethical side remains vital, our main effort now is on strengthening teachers through those professional learning communities (PLCs) and rethinking assessments to mirror the authentic ways AI enhances learning. These PLCs, set up across Balmoral State High School, Holland Park State High School, and Brisbane Bayside State College, serve as vibrant hubs where educators exchange strategies, test out AI tools firsthand, and ponder ways to assist students in using them meaningfully and with integrity. And this is the part most people miss: These groups have reinforced a powerful truth—we teachers aren't just instructors on AI; we're fellow explorers learning right alongside our students.
To keep our grasp on student thoughts and actions current, we've kept gathering data. This year, we broadened our scope to include voices from Holland Park State High School and Brisbane Bayside State College, with a total of 711 participants spanning various year levels—352 females, 318 males, 14 non-binary individuals, and 27 who chose not to specify. This diverse input has given us richer, more nuanced insights into AI usage, ethical views, and what support students crave from their teachers.
But here's where it gets controversial—what's shifting, and what's holding steady? Across all three schools, AI adoption has grown more widespread and sophisticated. Echoing the 2024 results, students are incorporating AI into multiple subjects, with English, Science, and Maths leading the pack. Impressively, 49% report using AI in three or more areas, and girls often employ it across a broader range of topics than boys.
On the thorny topic of cheating and ethical boundaries, only 24-34% of students see AI as inherently dishonest. Younger learners (in years 7 and 8) are more prone to labeling it as unfair play, whereas older ones view it as a valid aid. Yet, regardless of age, there's unanimous agreement that simply copying and pasting AI output without thought is wrong. In contrast, leveraging AI for getting feedback, polishing grammar, or sparking ideas is widely accepted as helpful and above board. And this is the part most people miss—perhaps controversially, it suggests that blanket bans on AI might stifle innovation rather than protect integrity.
The top ways students are putting AI to work include demystifying tricky concepts (69% mentioned this), sparking creative ideas (67%), and aiding with grammar and punctuation (49%). These stats show a maturation from seeing AI as a novelty to recognizing it as a practical tool. It seems students aren't opting for shortcuts—they're building bridges to deeper understanding. For example, take this quote from a year 11 student: 'AI helps me grasp difficult ideas in simple terms that teachers sometimes can't break down as effectively.' Or this from a year 10: 'Searching on Google feels outdated now; AI lets you pose a question and get a spot-on, instant response.' And from another year 11: 'It jumpstarts my assignments by generating ideas and even suggesting sources I can build on.'
What do students really want from their teachers? One of the heartening consistencies from last year's findings is the students' vision of teachers as supportive allies in the AI journey. They're seeking sharper definitions of what's permissible versus what's not, and honesty about teachers' own AI habits. Above all, they desire encouragement over doubt. Drawing from our surveys, here's what stands out:
- Defined lines between ethical and unethical AI applications.
- Hands-on examples of how AI can enhance learning, perhaps with teachers demonstrating live in class.
- Openness about teachers' personal use of AI, fostering trust.
- Judgment-free backing as students experiment with these tools.
Listen to this year 12 student's plea: 'Promote AI where it makes sense, and show the errors it can produce, stressing why double-checking facts is essential.' A year 10 added: 'Don't jump to conclusions about cheating over minor details like em dashes—ask if the student understands the term instead.' And a year 9 summed it up: 'Encourage it, but with clear limits.'
This student input paints a picture of a budding partnership. They're not merely seeking approval to use AI; they want direction, teamwork, and belief in their good intentions.
Where do we go from here? Our path ahead builds directly on the foundation laid by these PLCs. They've created a safe, collaborative space for growth, where trying new things and sharing discoveries are the norm. Each school is now aiming to evolve from these targeted groups to school-wide skill-building initiatives. The objective? Equip every educator with confidence in both personal AI use and mentoring students toward its ethical, productive application. This evolution will drive assessment redesigns—think projects that reward critical thinking with AI as a helper, not a crutch—and embed AI education seamlessly into every subject, not just sporadically.
Most crucially, we're fully embracing our role as mutual learners. AI is advancing at lightning speed, and no one has all the solutions. By exploring together, questioning assumptions, and nurturing curiosity, we can craft educational spaces that look to the future while staying true to values like honesty and fairness.
In closing, a heartfelt thanks to the dedicated staff and students at Balmoral State High School, Holland Park State High School, and Brisbane Bayside State College for their involvement. Their candid insights, open-mindedness, and active participation have been priceless treasures. This joint effort continues to deepen our knowledge and solidify our collective dedication to shared learning, moral tech use, and education ready for tomorrow.
What about you? Do you believe schools should mandate full transparency from teachers on AI, or is that overstepping? And here's a controversial twist: Could embracing AI actually make students more honest by teaching them to verify and personalize outputs? Share your thoughts in the comments—we'd love to hear agreements, disagreements, or fresh perspectives!
