Students aren't just asking for permission to use AI – they're demanding a partnership with teachers. This shift in mindset is at the heart of a groundbreaking research project exploring how students want educators to support their use of generative AI tools like ChatGPT and Gemini. But here's where it gets controversial: are teachers ready to embrace this role as co-learners, or will they cling to traditional methods, risking a disconnect with their tech-savvy students?
Last year, we delved into the motivations behind student AI use in a collaborative project between Queensland teachers and academics (https://www.teachermagazine.com/au_en/articles/school-research-partnerships-plagiarism-and-student-use-of-ai-tools). Now, Georgia Wignall, Senior Education Officer of Pedagogy at the Queensland Department of Education, shares fresh insights from students and reveals how professional learning communities (PLCs) are helping teachers navigate this complex landscape.
In 2024, Balmoral State High School teamed up with the UQ Learning Lab to investigate why students turn to AI tools for learning. The findings were eye-opening: teachers needed enhanced capabilities, assessments required rethinking, and students craved explicit guidance on ethical AI use. Fast forward to today, and while ethical instruction remains crucial, the focus has expanded to include teacher development through PLCs and reimagining assessments for an AI-integrated classroom.
These PLCs, established across three schools, have become incubators for innovation. Teachers collaborate, experiment with AI, and reflect on how to support students ethically and meaningfully. The key takeaway? We’re all co-learners in this rapidly evolving space. It’s not just about teaching students to use AI; it’s about learning alongside them.
To keep our finger on the pulse of student perspectives, we’ve expanded our data collection to include 711 students from Holland Park SHS and Brisbane Bayside SC. The results reveal fascinating trends: AI use is more widespread and nuanced than ever, with 49% of students using it across three or more subjects. Female students, in particular, demonstrate a more diverse application of AI across the curriculum.
And this is the part most people miss: while only 24-34% of students consider AI use cheating, there’s a generational divide. Younger students are more likely to view it as dishonest, while seniors see it as a legitimate learning tool. Across the board, however, students agree that copying AI-generated work is unethical. Instead, they’re using AI for explanations (69%), idea generation (67%), and grammar support (49%), signaling a shift from novelty to utility.
Consider this thought-provoking quote from a year 11 student: ‘AI helps me learn by explaining hard concepts in a simple way where teachers can’t always provide the same kind of detail.’ This raises a critical question: are we underestimating AI’s potential to complement traditional teaching methods?
Students are clear about what they need from teachers: clear ethical boundaries, practical demonstrations of AI’s educational value, transparency about teachers’ own AI use, and non-judgmental support. As one year 12 student puts it, ‘Encourage AI in situations where it is valid, and demonstrate the many mistakes made by AI and the importance of fact-checking.’
This feedback underscores a growing desire for partnership. Students aren’t seeking permission; they’re asking for guidance, collaboration, and trust. As we move forward, our PLCs will evolve into whole-school capability-building initiatives, ensuring every teacher feels confident using and teaching about AI. This shift will reshape assessment practices and embed AI instruction across subjects.
But here’s the million-dollar question: Can educators embrace the role of co-learners, or will they resist the change? As AI continues to evolve, none of us has all the answers. Yet, by learning together, staying curious, and fostering open dialogue, we can create a future-focused learning environment rooted in integrity.
Finally, a heartfelt thank you to the staff and students at Balmoral SHS, Holland Park SHS, and Brisbane Bayside SC. Their insights and willingness to engage have been invaluable, shaping our understanding and strengthening our commitment to co-learning and ethical, forward-thinking education.
What’s your take? Do you think teachers can successfully transition into co-learners alongside their students? Or is this shift too radical for traditional educational frameworks? Share your thoughts in the comments – let’s spark a conversation!
