TO BE PUBLISHED June 2026
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This conference will look at the future for artificial intelligence use in schools and colleges in England.
Areas for discussion include priorities for safe and effective use of generative AI in teaching and learning, implementation of safeguarding and product safety standards for AI tools used by pupils, and workforce development and staff digital capability. The agenda also includes a focus on the future of on-screen and AI-enabled assessment, approaches to building AI literacy and responsible use across the curriculum, and strengthening pathways from schools and colleges into AI, data and digital careers.
Policy developments
With the Education Secretary’s recent announcement of planned updated standards to safeguard pupils’ wellbeing and development, the agenda considers key issues around developments including new Generative AI: Product Safety Standards for suppliers focused on child-centred design and filtering harmful content, as well as the Government’s wider programme for building the evidence base for safe, effective use while strengthening staff digital skills.
Overall, the discussion will bring stakeholders and policymakers together to consider strategic questions for schools and colleges in light of the Government’s broader ambitions for AI adoption in education, including the AI Opportunities Action Plan, and approaches to developing digital skills, preparing learners for emerging careers, and integrating AI safely and effectively into teaching, learning and assessment.
Implementation
Sessions will examine implications of proposals, with discussion on implementation in schools, multi-academy trusts and colleges. Delegates will consider the practical application of the Department for Education’s Generative Artificial Intelligence in Education guidance, looking at options for risk assessment, safeguarding, supervision and decision-making, alongside issues around clarifying responsibilities, accountability and support arrangements.
Latest thinking and examples of effective and responsible use of AI to support teaching and learning will be explored, in areas such as lesson planning, assessment, marking and feedback, and adaptive support. Establishment of clear boundaries around reliability, bias, and data protection will be discussed, as well as practicalities of putting in place appropriate human oversight. This includes how unintended additional workload can be avoided - such as extra checking and assurance requirements - and how to move forward while protecting professional judgement.
Workforce priorities will be discussed, including leadership responsibilities, and approaches for managing safe and effective adoption, providing professional development and skills needs, and support for staff confidence.
Future for assessment
Further sessions examine priorities for the development of on-screen and AI-enabled assessment. Areas for discussion include approaches to maintaining reliability, validity and public confidence. Alongside this, delegates will consider options for assessment design that addresses risks relating to authorship, malpractice and the use of generative AI tools. Implications for qualification standards and academic integrity will also be discussed in the context of Ofqual’s recent consultation on the regulation of on-screen assessment. Consideration will also be given to the appropriate balance between examinations, coursework and project-based assessment, and implications for awarding bodies, schools and colleges.
Sessions will also explore digital infrastructure and technology requirements needed to support effective AI-enabled assessment, including how challenges can be addressed in schools and colleges for establishing secure systems, network capacity, device access, software integration, and staff familiarity with assessment platforms. We expect discussion on approaches to securing equitable access and implementation of reliable and resilient digital systems across different settings.
Digital literacy & online safety
Further discussion will examine priorities for building AI literacy, online safety, responsible use, and developing critical thinking and digital judgement across subjects. Delegates will consider how these skills can be embedded through the curriculum - drawing on recommendations of the Curriculum and Assessment Review - and aligned with safeguarding and wider learner development.
We also expect discussion on children’s use of AI chatbots and interaction with social media, following the launch of the Government’s consultation on a proposed social media ban for under-16s.
Coordinated progression for learners, key skills for AI careers & involvement of employers
Sessions will explore progression routes into AI, data and digital careers, including expectations for the reformed computer science GCSE and emerging Level 3 AI and data science qualifications. Delegates will consider the way forward for coordination across schools, further education and higher education. Discussion will include strategies for supporting participation, inclusion and maintaining curriculum breadth, alongside priorities for curriculum and qualification design to provide pathways that can equip learners with the skills for future labour market needs.
The role of employers in shaping provision and providing work experience opportunities will also be considered, alongside strategies for regional planning and coordination to ensure a sustainable pipeline of talent, as well as how schools and colleges can contribute to long-term workforce supply for the AI sector.
All delegates will be able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those already due to attend include officials from the Department for Education; Department of Education, NI; Department of Education and Youth, ROI; Information Commissioner’s Office; Ofcom; Ofsted; Skills England; HM Prison and Probation Service; Department for thre Economy, NI; and the Welsh Government.
