![\"\"](\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/inspiresbc\/uploads\/sites\/3829\/2026\/02\/24154639\/Inspire-Spacer-very-thin-3-1024x107.png\"){kind=spacer}
<\/figure>\n\n\n\nScottish Borders Council Policies<\/strong><\/h2>\n\n\n\nSBC Artificial Intelligence Policy<\/a><\/strong><\/h3>\n\n\n\nThe Scottish Borders Council AI Policy sets out the overarching principles for responsible AI use across council services, including education. It outlines expectations around governance, data protection, ethical use and professional responsibility.<\/p>\n\n\n\n
\n\n\n\nSBC AI in Education Policy<\/a><\/strong><\/h3>\n\n\n\nThe SBC AI in Education Policy provides education-specific guidance, clarifying expectations for staff and learners in school settings. It addresses classroom use, safeguarding, assessment integrity and professional conduct.<\/p>\n\n\n\n![\"\"](\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/inspiresbc\/uploads\/sites\/3829\/2026\/02\/24155113\/Inspire-Spacer-very-thin-5-1024x107.png\")
<\/figure>\n\n\n\nQualifications Scotland Guidance<\/strong><\/h1>\n\n\n\nQualifications Scotland states that generative AI may be used where it does not undermine assessment integrity or prevent learners from demonstrating their own skills. AI-generated content must not be submitted as a learner\u2019s own work unless explicitly permitted. Failure to follow assessment conditions may constitute malpractice.<\/p>\n\n\n\n
Staff should refer directly to the published guidance from Qualifications Scotland on generative AI in assessments: Generative artificial intelligence (AI) in assessments – Qualifications Scotland<\/a><\/p>\n\n\n\nSupporting Documents<\/p>\n\n\n\n
\n- The Use of GenAI tools in SQA assessments \u2014 practitioner information and exemplification<\/a><\/li>\n\n\n\n
- Generative AI in assessment: academic session 2025\u201326<\/a><\/li>\n\n\n\n
- Authenticating learners\u2019 work \u2013 good practice advice for centre staff<\/a><\/li>\n<\/ul>\n\n\n\n
The guidance emphasises supervision, authenticity and clear communication of expectations. For full details, visit the Qualifications Scotland website.<\/p>\n\n\n\n
\n\n\n\n<\/figure>\n\n\n\nEducation Scotland Guidance<\/strong><\/h1>\n\n\n\nMachine Learning and AI within Glow<\/a><\/strong><\/h3>\n\n\n\nEducation Scotland\u2019s guidance on AI within Glow outlines responsible use of machine learning and AI tools in Scottish education. It highlights ethical considerations, data privacy and the importance of AI literacy for both staff and learners.<\/p>\n\n\n\n
\n\n\n\nArtificial Intelligence in Scottish Education (DigiLearnScot)<\/a><\/strong><\/h3>\n\n\n\nThis resource explores the growing presence of AI in Scottish education, outlining opportunities, risks and professional considerations. It emphasises the importance of professional learning and strategic planning.<\/p>\n\n\n\n
\n\n\n\nNational & International Guidance<\/strong><\/h1>\n\n\n\nScotland\u2019s Artificial Intelligence Strategy \u2013 Digital Scotland<\/a><\/strong><\/h3>\n\n\n\nScotland\u2019s AI Strategy focuses on building a trustworthy, ethical and inclusive AI ecosystem. While not education-specific, it highlights the importance of AI literacy and responsible integration within learning environments.<\/p>\n\n\n\n
\n\n\n\nUK Department for Education \u2013 Generative AI in Education<\/a><\/strong><\/h3>\n\n\n\nProvides guidance on responsible use of generative AI in educational settings, including data protection, safeguarding and maintaining assessment integrity.<\/p>\n\n\n\n
\n\n\n\nWelsh Government (Hwb) \u2013 Generative Artificial Intelligence in Education<\/a><\/strong><\/h3>\n\n\n\nExplores AI literacy, safeguarding and equitable access within the Welsh curriculum context.<\/p>\n\n\n\n
\n\n\n\nWEST Partnership \u2013 AI in Education Scoping Review<\/a><\/strong><\/h3>\n\n\n\nExamines the benefits, risks and ethical considerations of AI in education, emphasising professional learning and careful implementation.<\/p>\n\n\n\n
\n\n\n\nGoodison Group \u2013 21st Century Skills: AI and Education Report<\/a><\/strong><\/h3>\n\n\n\nExplores the potential impact of AI on teaching and learning, highlighting ethical use, training and equitable access.<\/p>\n\n\n\n
\n\n\n\nOECD \u2013 Generative AI in the Classroom: From Hype to Reality?<\/a><\/strong><\/h3>\n\n\n\nProvides international perspectives on AI integration in education systems, including recommendations for policymakers and educators.<\/p>\n\n\n\n
\n\n\n\nDaydream Believers & Education Scotland \u2013 GenAI in Education Exploration Hub<\/a><\/strong> <\/h3>\n\n\n\nA collaborative platform exploring generative AI developments and practical application in learning environments.<\/p>\n\n\n\n
\n\n\n\nChildren\u2019s Parliament \u2013 Exploring Children\u2019s Rights and AI<\/a><\/strong><\/h3>\n\n\n\nExplores how children in Scotland experience AI and outlines calls to action to ensure children\u2019s rights are respected in digital development.<\/p>\n\n\n\n<\/figure>\n\n\n\nKey Principles<\/strong><\/h1>\n\n\n\nAcross all documentation, the following principles remain central:<\/p>\n\n\n\n
\n- AI must be used purposefully and responsibly<\/li>\n\n\n\n
- Personal data must be protected<\/li>\n\n\n\n
- Professional judgement remains paramount<\/li>\n\n\n\n
- Assessment integrity must be safeguarded<\/li>\n\n\n\n
- AI literacy must be developed progressively<\/li>\n<\/ul>\n\n\n\n
Policy provides the framework. Professional judgement ensures its effective implementation. responsibility. Users should ensure that AI supports learning without creating dependency or unnecessary environmental impact.<\/p>\n\n\n\n<\/figure>\n\n\n\n\ud83d\udee1 AI should be used purposefully, responsibly and ethically, protecting data, wellbeing and the integrity of learning and national qualifications delivered through Qualifications Scotland<\/a>.<\/h5>\n","protected":false},"excerpt":{"rendered":"Policies & Documentation Clear guidance ensures consistency, confidence and accountability. AI use across Scottish Borders Council schools must align with local authority policy, national expectations and professional standards. This page brings together key policy documents, guidance and reference materials to support safe, responsible and effective use of AI in education. Scottish Borders Council Policies SBC Artificial Intelligence Policy The Scottish Borders Council AI Policy sets out the overarching principles for…<\/p>\n","protected":false},"author":9491,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-3184","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages\/3184","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/users\/9491"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/comments?post=3184"}],"version-history":[{"count":16,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages\/3184\/revisions"}],"predecessor-version":[{"id":3275,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages\/3184\/revisions\/3275"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/media?parent=3184"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
The Scottish Borders Council AI Policy sets out the overarching principles for responsible AI use across council services, including education. It outlines expectations around governance, data protection, ethical use and professional responsibility.<\/p>\n\n\n\n
\n\n\n\n
SBC AI in Education Policy<\/a><\/strong><\/h3>\n\n\n\nThe SBC AI in Education Policy provides education-specific guidance, clarifying expectations for staff and learners in school settings. It addresses classroom use, safeguarding, assessment integrity and professional conduct.<\/p>\n\n\n\n<\/figure>\n\n\n\nQualifications Scotland Guidance<\/strong><\/h1>\n\n\n\nQualifications Scotland states that generative AI may be used where it does not undermine assessment integrity or prevent learners from demonstrating their own skills. AI-generated content must not be submitted as a learner\u2019s own work unless explicitly permitted. Failure to follow assessment conditions may constitute malpractice.<\/p>\n\n\n\n
Staff should refer directly to the published guidance from Qualifications Scotland on generative AI in assessments: Generative artificial intelligence (AI) in assessments – Qualifications Scotland<\/a><\/p>\n\n\n\nSupporting Documents<\/p>\n\n\n\n
\n- The Use of GenAI tools in SQA assessments \u2014 practitioner information and exemplification<\/a><\/li>\n\n\n\n
- Generative AI in assessment: academic session 2025\u201326<\/a><\/li>\n\n\n\n
- Authenticating learners\u2019 work \u2013 good practice advice for centre staff<\/a><\/li>\n<\/ul>\n\n\n\n
The guidance emphasises supervision, authenticity and clear communication of expectations. For full details, visit the Qualifications Scotland website.<\/p>\n\n\n\n
\n\n\n\n<\/figure>\n\n\n\nEducation Scotland Guidance<\/strong><\/h1>\n\n\n\nMachine Learning and AI within Glow<\/a><\/strong><\/h3>\n\n\n\nEducation Scotland\u2019s guidance on AI within Glow outlines responsible use of machine learning and AI tools in Scottish education. It highlights ethical considerations, data privacy and the importance of AI literacy for both staff and learners.<\/p>\n\n\n\n
\n\n\n\nArtificial Intelligence in Scottish Education (DigiLearnScot)<\/a><\/strong><\/h3>\n\n\n\nThis resource explores the growing presence of AI in Scottish education, outlining opportunities, risks and professional considerations. It emphasises the importance of professional learning and strategic planning.<\/p>\n\n\n\n
\n\n\n\nNational & International Guidance<\/strong><\/h1>\n\n\n\nScotland\u2019s Artificial Intelligence Strategy \u2013 Digital Scotland<\/a><\/strong><\/h3>\n\n\n\nScotland\u2019s AI Strategy focuses on building a trustworthy, ethical and inclusive AI ecosystem. While not education-specific, it highlights the importance of AI literacy and responsible integration within learning environments.<\/p>\n\n\n\n
\n\n\n\nUK Department for Education \u2013 Generative AI in Education<\/a><\/strong><\/h3>\n\n\n\nProvides guidance on responsible use of generative AI in educational settings, including data protection, safeguarding and maintaining assessment integrity.<\/p>\n\n\n\n
\n\n\n\nWelsh Government (Hwb) \u2013 Generative Artificial Intelligence in Education<\/a><\/strong><\/h3>\n\n\n\nExplores AI literacy, safeguarding and equitable access within the Welsh curriculum context.<\/p>\n\n\n\n
\n\n\n\nWEST Partnership \u2013 AI in Education Scoping Review<\/a><\/strong><\/h3>\n\n\n\nExamines the benefits, risks and ethical considerations of AI in education, emphasising professional learning and careful implementation.<\/p>\n\n\n\n
\n\n\n\nGoodison Group \u2013 21st Century Skills: AI and Education Report<\/a><\/strong><\/h3>\n\n\n\nExplores the potential impact of AI on teaching and learning, highlighting ethical use, training and equitable access.<\/p>\n\n\n\n
\n\n\n\nOECD \u2013 Generative AI in the Classroom: From Hype to Reality?<\/a><\/strong><\/h3>\n\n\n\nProvides international perspectives on AI integration in education systems, including recommendations for policymakers and educators.<\/p>\n\n\n\n
\n\n\n\nDaydream Believers & Education Scotland \u2013 GenAI in Education Exploration Hub<\/a><\/strong> <\/h3>\n\n\n\nA collaborative platform exploring generative AI developments and practical application in learning environments.<\/p>\n\n\n\n
\n\n\n\nChildren\u2019s Parliament \u2013 Exploring Children\u2019s Rights and AI<\/a><\/strong><\/h3>\n\n\n\nExplores how children in Scotland experience AI and outlines calls to action to ensure children\u2019s rights are respected in digital development.<\/p>\n\n\n\n<\/figure>\n\n\n\nKey Principles<\/strong><\/h1>\n\n\n\nAcross all documentation, the following principles remain central:<\/p>\n\n\n\n
\n- AI must be used purposefully and responsibly<\/li>\n\n\n\n
- Personal data must be protected<\/li>\n\n\n\n
- Professional judgement remains paramount<\/li>\n\n\n\n
- Assessment integrity must be safeguarded<\/li>\n\n\n\n
- AI literacy must be developed progressively<\/li>\n<\/ul>\n\n\n\n
Policy provides the framework. Professional judgement ensures its effective implementation. responsibility. Users should ensure that AI supports learning without creating dependency or unnecessary environmental impact.<\/p>\n\n\n\n<\/figure>\n\n\n\n\ud83d\udee1 AI should be used purposefully, responsibly and ethically, protecting data, wellbeing and the integrity of learning and national qualifications delivered through Qualifications Scotland<\/a>.<\/h5>\n","protected":false},"excerpt":{"rendered":"Policies & Documentation Clear guidance ensures consistency, confidence and accountability. AI use across Scottish Borders Council schools must align with local authority policy, national expectations and professional standards. This page brings together key policy documents, guidance and reference materials to support safe, responsible and effective use of AI in education. Scottish Borders Council Policies SBC Artificial Intelligence Policy The Scottish Borders Council AI Policy sets out the overarching principles for…<\/p>\n","protected":false},"author":9491,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-3184","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages\/3184","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/users\/9491"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/comments?post=3184"}],"version-history":[{"count":16,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages\/3184\/revisions"}],"predecessor-version":[{"id":3275,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages\/3184\/revisions\/3275"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/media?parent=3184"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
<\/figure>\n\n\n\nQualifications Scotland Guidance<\/strong><\/h1>\n\n\n\nQualifications Scotland states that generative AI may be used where it does not undermine assessment integrity or prevent learners from demonstrating their own skills. AI-generated content must not be submitted as a learner\u2019s own work unless explicitly permitted. Failure to follow assessment conditions may constitute malpractice.<\/p>\n\n\n\n
Staff should refer directly to the published guidance from Qualifications Scotland on generative AI in assessments: Generative artificial intelligence (AI) in assessments – Qualifications Scotland<\/a><\/p>\n\n\n\nSupporting Documents<\/p>\n\n\n\n
\n- The Use of GenAI tools in SQA assessments \u2014 practitioner information and exemplification<\/a><\/li>\n\n\n\n
- Generative AI in assessment: academic session 2025\u201326<\/a><\/li>\n\n\n\n
- Authenticating learners\u2019 work \u2013 good practice advice for centre staff<\/a><\/li>\n<\/ul>\n\n\n\n
The guidance emphasises supervision, authenticity and clear communication of expectations. For full details, visit the Qualifications Scotland website.<\/p>\n\n\n\n
\n\n\n\n<\/figure>\n\n\n\nEducation Scotland Guidance<\/strong><\/h1>\n\n\n\nMachine Learning and AI within Glow<\/a><\/strong><\/h3>\n\n\n\nEducation Scotland\u2019s guidance on AI within Glow outlines responsible use of machine learning and AI tools in Scottish education. It highlights ethical considerations, data privacy and the importance of AI literacy for both staff and learners.<\/p>\n\n\n\n
\n\n\n\nArtificial Intelligence in Scottish Education (DigiLearnScot)<\/a><\/strong><\/h3>\n\n\n\nThis resource explores the growing presence of AI in Scottish education, outlining opportunities, risks and professional considerations. It emphasises the importance of professional learning and strategic planning.<\/p>\n\n\n\n
\n\n\n\nNational & International Guidance<\/strong><\/h1>\n\n\n\nScotland\u2019s Artificial Intelligence Strategy \u2013 Digital Scotland<\/a><\/strong><\/h3>\n\n\n\nScotland\u2019s AI Strategy focuses on building a trustworthy, ethical and inclusive AI ecosystem. While not education-specific, it highlights the importance of AI literacy and responsible integration within learning environments.<\/p>\n\n\n\n
\n\n\n\nUK Department for Education \u2013 Generative AI in Education<\/a><\/strong><\/h3>\n\n\n\nProvides guidance on responsible use of generative AI in educational settings, including data protection, safeguarding and maintaining assessment integrity.<\/p>\n\n\n\n
\n\n\n\nWelsh Government (Hwb) \u2013 Generative Artificial Intelligence in Education<\/a><\/strong><\/h3>\n\n\n\nExplores AI literacy, safeguarding and equitable access within the Welsh curriculum context.<\/p>\n\n\n\n
\n\n\n\nWEST Partnership \u2013 AI in Education Scoping Review<\/a><\/strong><\/h3>\n\n\n\nExamines the benefits, risks and ethical considerations of AI in education, emphasising professional learning and careful implementation.<\/p>\n\n\n\n
\n\n\n\nGoodison Group \u2013 21st Century Skills: AI and Education Report<\/a><\/strong><\/h3>\n\n\n\nExplores the potential impact of AI on teaching and learning, highlighting ethical use, training and equitable access.<\/p>\n\n\n\n
\n\n\n\nOECD \u2013 Generative AI in the Classroom: From Hype to Reality?<\/a><\/strong><\/h3>\n\n\n\nProvides international perspectives on AI integration in education systems, including recommendations for policymakers and educators.<\/p>\n\n\n\n
\n\n\n\nDaydream Believers & Education Scotland \u2013 GenAI in Education Exploration Hub<\/a><\/strong> <\/h3>\n\n\n\nA collaborative platform exploring generative AI developments and practical application in learning environments.<\/p>\n\n\n\n
\n\n\n\nChildren\u2019s Parliament \u2013 Exploring Children\u2019s Rights and AI<\/a><\/strong><\/h3>\n\n\n\nExplores how children in Scotland experience AI and outlines calls to action to ensure children\u2019s rights are respected in digital development.<\/p>\n\n\n\n<\/figure>\n\n\n\nKey Principles<\/strong><\/h1>\n\n\n\nAcross all documentation, the following principles remain central:<\/p>\n\n\n\n
\n- AI must be used purposefully and responsibly<\/li>\n\n\n\n
- Personal data must be protected<\/li>\n\n\n\n
- Professional judgement remains paramount<\/li>\n\n\n\n
- Assessment integrity must be safeguarded<\/li>\n\n\n\n
- AI literacy must be developed progressively<\/li>\n<\/ul>\n\n\n\n
Policy provides the framework. Professional judgement ensures its effective implementation. responsibility. Users should ensure that AI supports learning without creating dependency or unnecessary environmental impact.<\/p>\n\n\n\n<\/figure>\n\n\n\n\ud83d\udee1 AI should be used purposefully, responsibly and ethically, protecting data, wellbeing and the integrity of learning and national qualifications delivered through Qualifications Scotland<\/a>.<\/h5>\n","protected":false},"excerpt":{"rendered":"Policies & Documentation Clear guidance ensures consistency, confidence and accountability. AI use across Scottish Borders Council schools must align with local authority policy, national expectations and professional standards. This page brings together key policy documents, guidance and reference materials to support safe, responsible and effective use of AI in education. Scottish Borders Council Policies SBC Artificial Intelligence Policy The Scottish Borders Council AI Policy sets out the overarching principles for…<\/p>\n","protected":false},"author":9491,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-3184","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages\/3184","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/users\/9491"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/comments?post=3184"}],"version-history":[{"count":16,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages\/3184\/revisions"}],"predecessor-version":[{"id":3275,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages\/3184\/revisions\/3275"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/media?parent=3184"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Supporting Documents<\/p>\n\n\n\n
- \n
- The Use of GenAI tools in SQA assessments \u2014 practitioner information and exemplification<\/a><\/li>\n\n\n\n
- Generative AI in assessment: academic session 2025\u201326<\/a><\/li>\n\n\n\n
- Authenticating learners\u2019 work \u2013 good practice advice for centre staff<\/a><\/li>\n<\/ul>\n\n\n\n
The guidance emphasises supervision, authenticity and clear communication of expectations. For full details, visit the Qualifications Scotland website.<\/p>\n\n\n\n
\n\n\n\n<\/figure>\n\n\n\nEducation Scotland Guidance<\/strong><\/h1>\n\n\n\n
Machine Learning and AI within Glow<\/a><\/strong><\/h3>\n\n\n\n
Education Scotland\u2019s guidance on AI within Glow outlines responsible use of machine learning and AI tools in Scottish education. It highlights ethical considerations, data privacy and the importance of AI literacy for both staff and learners.<\/p>\n\n\n\n
\n\n\n\nArtificial Intelligence in Scottish Education (DigiLearnScot)<\/a><\/strong><\/h3>\n\n\n\n
This resource explores the growing presence of AI in Scottish education, outlining opportunities, risks and professional considerations. It emphasises the importance of professional learning and strategic planning.<\/p>\n\n\n\n
\n\n\n\nNational & International Guidance<\/strong><\/h1>\n\n\n\n
Scotland\u2019s Artificial Intelligence Strategy \u2013 Digital Scotland<\/a><\/strong><\/h3>\n\n\n\n
Scotland\u2019s AI Strategy focuses on building a trustworthy, ethical and inclusive AI ecosystem. While not education-specific, it highlights the importance of AI literacy and responsible integration within learning environments.<\/p>\n\n\n\n
\n\n\n\nUK Department for Education \u2013 Generative AI in Education<\/a><\/strong><\/h3>\n\n\n\n
Provides guidance on responsible use of generative AI in educational settings, including data protection, safeguarding and maintaining assessment integrity.<\/p>\n\n\n\n
\n\n\n\nWelsh Government (Hwb) \u2013 Generative Artificial Intelligence in Education<\/a><\/strong><\/h3>\n\n\n\n
Explores AI literacy, safeguarding and equitable access within the Welsh curriculum context.<\/p>\n\n\n\n
\n\n\n\nWEST Partnership \u2013 AI in Education Scoping Review<\/a><\/strong><\/h3>\n\n\n\n
Examines the benefits, risks and ethical considerations of AI in education, emphasising professional learning and careful implementation.<\/p>\n\n\n\n
\n\n\n\nGoodison Group \u2013 21st Century Skills: AI and Education Report<\/a><\/strong><\/h3>\n\n\n\n
Explores the potential impact of AI on teaching and learning, highlighting ethical use, training and equitable access.<\/p>\n\n\n\n
\n\n\n\nOECD \u2013 Generative AI in the Classroom: From Hype to Reality?<\/a><\/strong><\/h3>\n\n\n\n
Provides international perspectives on AI integration in education systems, including recommendations for policymakers and educators.<\/p>\n\n\n\n
\n\n\n\nDaydream Believers & Education Scotland \u2013 GenAI in Education Exploration Hub<\/a><\/strong> <\/h3>\n\n\n\n
A collaborative platform exploring generative AI developments and practical application in learning environments.<\/p>\n\n\n\n
\n\n\n\nChildren\u2019s Parliament \u2013 Exploring Children\u2019s Rights and AI<\/a><\/strong><\/h3>\n\n\n\n
Explores how children in Scotland experience AI and outlines calls to action to ensure children\u2019s rights are respected in digital development.<\/p>\n\n\n\n
<\/figure>\n\n\n\nKey Principles<\/strong><\/h1>\n\n\n\n
Across all documentation, the following principles remain central:<\/p>\n\n\n\n
- \n
- AI must be used purposefully and responsibly<\/li>\n\n\n\n
- Personal data must be protected<\/li>\n\n\n\n
- Professional judgement remains paramount<\/li>\n\n\n\n
- Assessment integrity must be safeguarded<\/li>\n\n\n\n
- AI literacy must be developed progressively<\/li>\n<\/ul>\n\n\n\n
Policy provides the framework. Professional judgement ensures its effective implementation. responsibility. Users should ensure that AI supports learning without creating dependency or unnecessary environmental impact.<\/p>\n\n\n\n
<\/figure>\n\n\n\n\ud83d\udee1 AI should be used purposefully, responsibly and ethically, protecting data, wellbeing and the integrity of learning and national qualifications delivered through Qualifications Scotland<\/a>.<\/h5>\n","protected":false},"excerpt":{"rendered":"
Policies & Documentation Clear guidance ensures consistency, confidence and accountability. AI use across Scottish Borders Council schools must align with local authority policy, national expectations and professional standards. This page brings together key policy documents, guidance and reference materials to support safe, responsible and effective use of AI in education. Scottish Borders Council Policies SBC Artificial Intelligence Policy The Scottish Borders Council AI Policy sets out the overarching principles for…<\/p>\n","protected":false},"author":9491,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-3184","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages\/3184","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/users\/9491"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/comments?post=3184"}],"version-history":[{"count":16,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages\/3184\/revisions"}],"predecessor-version":[{"id":3275,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages\/3184\/revisions\/3275"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/media?parent=3184"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- Generative AI in assessment: academic session 2025\u201326<\/a><\/li>\n\n\n\n