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Artificial Intelligence (AI) in Education – tools, and issues

There are a number of resources (tools) to help teachers use AI in a school setting as well as to teach their class(es) about safe and responsible use of artificial intelligence, as well as criticisms (issues) about AI creeping into most areas of life.

In light of AI being added to NCCE’s Computing Quality Framework (as part of AI and Digital Literacy) here is a collection of tools and things to watch out for.

  1. A. Using AI in the classroom: tools
    1. A1. NCCE: National Centre for Computing Education
    2. A2. Raspberry PI and Google DeepMind
    3. A3. Connected By Data
    4. A4. micro:bit
    5. A5. Machine Learning for Kids
    6. A6. UK Government
    7. A7. STEM Learning
  2. Additional info
  3. B. Avoiding AI in the classroom: issues

A. Using AI in the classroom: tools

There are 6 different arrangements of lines with circles. In each image, there are 4/5 lines in different colours: yellow, blue, pink, and turquoise. The middle circle is blue, and the other lines stick out at different angles surrounding the circle.
Elise Racine / Toy Models I / Licenced by CC-BY 4.0

A1. NCCE: National Centre for Computing Education

On 14th November 2025 Computing At School hosted an online community meeting “CAS AI – CQF New Benchmark” – you can watch the recording and view the further resources shared which includes the slides and CAS AI support. See also NCCE AI resources.

A2. Raspberry PI and Google DeepMind

A series of ready-to-teach lessons and resources about artificial intelligence for 11-14 year olds developed by the Raspberry Pi Foundation and Google DeepMind.

Raspberry Pi also hosts a series of Computing Education Research seminars on AI in Education. You can watch previous recordings and sign up for future events. The next one is on 2nd December 2025, on How to measure AI literacy.

A3. Connected By Data

Connected By Data have created a new “AI in Education” toolkit for teachers to use with 10-16 year olds, to find out what they think about the use of AI in the classroom. Teachers can also register to share their discussion findings with Connected By Data, for further sharing at the UK’s 2026 Generative AI in Education Summit. Blog post about the resource | YouTube video introducing it.

A4. micro:bit

Lots of tools and resources have been created to help people use a micro:bit as a “fantastic entry point to discover more about AI”. See also their taster lessons.

A5. Machine Learning for Kids

A series of projects with “step-by-step guides, explanations and colour screenshots for students to follow. Each project is a stand-alone activity, written to last for a single lesson, and will guide children to create a game or interactive project that demonstrates a real-world use of artificial intelligence and machine learning.” Creating an account isn’t essential. See the About page for more info.

A6. UK Government

A policy paper from the UK Government covering the following topics: What is generative AI?, Opportunities and challenges for the education sector, Using AI safely and effectively (which includes links to National Cyber Security Centre info on risks of ChatGPT and LLMs and Machine Learning principles), Using AI responsibly and The future for generative AI in education.

See also their “Using AI in education settings: support materials” and links to the Chartered College of Teaching‘s materials on safe and effective use of AI.

A7. STEM Learning

STEM Learning has some courses in AI about the use of AI in tackling teacher workload. Courses are: “Unlocking AI potential for teachers” (adapt teaching / improve assessment), “How to use AI to reduce workload” (saving time), “Introduction to Machine Learning and AI” (the fundamentals, learn to train your own AI) and “Ethical use of Artificial Intelligence (AI)” (some things to be aware of).

Additional info

• 50 AI tools for teachers, educators and classrooms (free and paid) – a wide range of options.

• The below page has a focus of public engagement / science communication rather than education per se but there is some overlap between the two.

B. Avoiding AI in the classroom: issues

An illustration showing a hand holding a smartphone with its camera app open, capturing an image of a cartoon purple cat. The camera screen displays the cat framed with a square outline, and several facial features—such as the eyes, ears, and nose—are highlighted with smaller boxes and connected by thin lines, illustrating an AI recognition process. The cat is slightly blurred in the background outside the phone screen, emphasising the focus on the camera's view.
Oleksandra Mukhachova & The Bigger Picture / Snapcat / Licenced by CC-BY 4.0

Not everyone is enthusiastic about AI in education of course. The following quote, which likens the enmeshment (everywhere) of AI to asbestos, has been doing the rounds on social media.

• “…this moment with AI is remarkably like the moment when we were introduced to asbestos. Yes, it had some remarkably promising characteristics – fireproofing! – and had some real utility in science, research, and industrial applications. But a profit-driven industry bullied us into inserting it everywhere; into our homes and schools and public spaces, before we really understood the risks. This resulted in decades, if not centuries, of illness, injuries, deaths, and the astronomical financial burden of trying to remove the stuff” – from “Stop AI in Malden (Masschusetts) schools“.
:: See also Digital future or risk to critical thinking skills? 5 takeaways as Malden crafts AI strategy for its schools (12 November 2025) Neighborhood View (US).

• Help Sheet: Resisting AI Mania in Schools (updated October 2025) by Anne Lutz Fernandez (see her Bluesky post).

• Gender Equity in GenAI science explanations (Nov 2025) – a risk of personalisation if the AI gives different responses to girls and boys.