From perceived mandates to strategic choices. A few thoughts on the UK government's 'Using AI in education settings'

It has been fascinating to observe responses to the recent UK government guidance on AI in education. The reactions showcase how institutional dynamics and existing pressures can transform guidance into perceived mandates. Schools, already stretched thin by accountability pressures, testing demands, and resource constraints, naturally tend to seek certainty. Being told to "think carefully" can feel overwhelming when what you really want is clear direction, even if you might choose not to follow it.

I think it also shows a lack of capacity for strategic thinking in terms of considering different plausible scenarios and then planning for elements that are common. The scenario planning workshop that is being run in September (more details to come soon) will help.

Even if you are not able to take part (or have no wish to), it seems to me that there are several key considerations to keep in mind:

Beware the false binary of adopt or reject. Explore possible middle ground approaches, or seek support from schools and institutions already doing some work. If you want to reject AI in school, then at least you know why, as you have done the work.

Focus on priorities, not tasks. The discussion about AI writing reports, planning lessons, or marking tests is not the main issue. The substantive issue is creating time and space to do the human elements of our work well. People will have different metrics for success, but you must establish clear principles to guide decisions. For me, human agency and lived experience remain at the centre of my work, with technology serving to enhance rather than replace that foundation.

Address capture by 'Big Tech' and environmental/ethical challenges. These concerns are significant and valid. The more I consider meaningful AI use in schools, the clearer my vision becomes for what we need:

• Pre-packaged, plug-and-play open source LLM systems that schools can run locally and offline

• No recurring subscription fees

• Customisable and transparent interfaces that don't require technical expertise

• Solar-powered infrastructure

• GDPR compliance built in from the ground up, designed with school ethics at heart

• Software bundled and customised to meet specific school needs

I haven't encountered anything quite like this yet, but I hope it becomes reality. If any investors are interested in supporting a potential community interest company developing such products for UK schools, I'd welcome the conversation.