Teaching and learning in the age of AI 

Our Head of Senior School Louise Clarke shares an update on the early work being done at Watson’s to prepare our pupils for a world shaped by AI. 

Parents tell us they want Watson’s to prepare their children for the world after school – a world that is increasingly uncertain, and where the workplace will be very different than it is today. In fact, with studies suggesting that between 40 – 60% of jobs could be impacted by AI in the next 5-10 years and up to 30% significantly disrupted or displaced, AI looms large in these discussions.  

2025 is undoubtably the year that AI has exploded in every area of life. As our Director of External Affairs, Jane Wilson explains in Independent Schools Magazine this month, prospective parents use it to help them search for schools using detailed prompts, and Generative AI is the assistant many of us never knew we needed but now could probably not do without.  

As we respond to parents’ desire to prepare their children for the future, there is a balance to be reached in school, to guide pupils to use these tools responsibly, creatively and in a way that future proofs their skills without impacting critical thinking and the acquisition of knowledge.  

Like any new technology there is very little research on the impact of AI use in a school environment.  Some early studies show a correlation between AI use and lower exam results and lower quality reasoning. They also show that students’ belief that AI is correct can lead to less fact checking and as a result the use of cutting and pasting in a way not seen with search alone.  However, studies also show that with the right scaffolding, when AI is embedded in the task, critical thinking can improve.   

This is where we are focusing our efforts – by being explicit about the role of AI in learning and how to use it in a way that aids critical thinking. This will ensure not only that pupils are prepared for the future of work but also that future workplaces are filled with employees with the skills and curiosity to use AI to greatest effect.  

Building a knowledge network  

We are building links with other independent and state schools and are working together to navigate best practice in this new area. We are also working with the Edinburgh University Futures Institute as well as the Scottish Council for Independent Schools (SCIS) to look at the latest research on AI in Education.  

The pupil voice is extremely important at Watson’s and as such, our pupils are an important part of our AI journey.  We encourage them to explore the technology and its implications themselves. Two of our Senior Pupils took part in a pupil led research project in conjunction with Edinburgh university. They were keen to note that the human element of learning was important to them. Having teachers mark work using AI was listed as a key concern to young people.  

Another of our pupils attended the Children's AI Summit in London and presented the Children's Manifesto for the Future of AI at the AI Action Summit in Paris - she was the only child/young person taking part.  

A period of discovery  

Like any new technology there is a period of discovery – and of novelty as pupils learn how to use it effectively. We have recently conducted a GWC wide audit of AI use amongst staff. This is enabling us to observe and analyse AI use and adapt accordingly. We will learn more when we analyse the results from the audit and from this work our AI strategy will develop.  

We are also working with an organisation who are leading the way in AI use and creativity in schools. In PSD lessons at all levels of the school, we explore the use of AI in terms of learning, ethics and sustainability. And our Art and DTE departments are working together to explore the use of Virtual Reality.   

Staying safe in a digital world  

 This year at Watson’s we have introduced managed devices – compulsory for P7 with opt-ins for other years and full roll out next year. A huge benefit of having managed technology in class is that teachers and parents can see how laptops are being used, including websites visited and those which are not suitable. This visibility is a tremendous tool to help us have the right conversations with our pupils about staying safe and informed in the digital world – which includes the use of Chat GPT which is designed to be for 13 years plus and requires parental consent for those under 18. Such is parental interest in digital safety that hundreds of additional pupils have opted in before full roll out next year. 

Future proofing the learning environment  

Another way we prepare pupils for the future of work is in how we design the learning environment. A great example of this is our new Learning Hub – a space designed for the way pupils learn today and how they will work tomorrow. Its design is rooted in research about how young people learn best. Collaborative learning strengthens problem-solving and communication skills with a strong positive impact on academic achievement. That combination matters. Today’s pupils will enter workplaces that prize teamwork, creativity, and adaptability – more so with the impact of AI. The Learning Hub is a rehearsal space for that future, helping pupils build the confidence to work together, think differently and stay curious.