Scottish School Appoints First AI Literacy Teacher to Teach Pupils How to Question the Technology

A secondary school in East Renfrewshire has become what is believed to be the first in the UK to create a dedicated teaching post focused solely on artificial intelligence literacy, as educators increasingly confront the challenge of preparing young people for a world saturated with AI tools.

Mearns Castle High School has appointed Jamie Laycock, previously a principal teacher of biology, to the newly created role of principal teacher of AI literacy. The position represents a significant shift in how schools are approaching the technology, moving beyond simply banning or ignoring AI towards actively teaching pupils how to evaluate it critically.

The core philosophy behind the appointment is straightforward: pretending that artificial intelligence does not exist is no longer a viable strategy for schools. Instead, staff at Mearns Castle have concluded that pupils need structured guidance to understand both the potential benefits and the significant risks posed by AI systems that are becoming increasingly embedded in everyday life.

Laycock's approach is notably measured. Rather than encouraging pupils to embrace AI uncritically, his mission centres on equipping them with the skills to question, challenge, and use the technology responsibly. He emphasises that the school is neither advocating for nor against AI, but rather ensuring that learners understand how to interact with it appropriately.

In one of his first lessons, pupils were presented with a mixture of genuine photographs and AI-generated images and asked to identify which were fake. The exercise revealed that distinguishing between real and synthetic content is considerably more difficult than many students anticipated, underscoring the rapid pace at which deepfake technology is advancing.

Beyond image recognition, the curriculum addresses a range of AI-related pitfalls. One key concept is "hallucination" — the phenomenon where AI systems confidently present fabricated information as fact. Laycock describes the terminology as imperfect but explains that the term essentially refers to AI making things up. He warns that young people without what he calls "foundational knowledge" may struggle to determine whether information generated by AI is accurate or invented.

According to Laycock, pupils must learn to approach any AI output with scepticism and to verify claims independently before accepting them as factual. This emphasis on verification is particularly important given how seamlessly fabricated content can appear alongside accurate information.

Another significant concern is "anthropomorphisation" — the tendency for users to treat chatbots as trusted friends or authoritative experts simply because they communicate in a human-like manner. Laycock stresses that despite its conversational abilities, AI remains fundamentally a machine. For young people in particular, he notes, maintaining that perspective consistently can be genuinely challenging.

The teacher also highlights the issue of AI sycophancy, where systems tend to flatter users and agree with their ideas rather than offering constructive challenges. This tendency, he warns, creates particular risks for young people who might accept answers without engaging in critical thinking. By consistently telling users that their ideas are excellent, AI can foster over-reliance and discourage independent thought.

The curriculum additionally covers the biases inherent in AI systems, which arise from the data on which they are trained. Pupils will learn to recognise that AI outputs may reflect certain norms and perspectives while excluding others, a form of bias that can be difficult to detect without proper understanding.

Lessons will be adapted for different age groups and stages of development. Younger pupils will focus primarily on foundational knowledge and critical thinking skills before progressing to practical applications of AI. This scaffolded approach recognises that younger students need a solid grounding in how to evaluate information before they can responsibly engage with AI tools.

All pupils in S1 and S2 will receive AI literacy lessons, while older year groups will address the subject through citizenship and personal and social education classes. An elective course will also be offered to senior pupils who wish to explore the topic in greater depth. Laycock will additionally train colleagues on AI use and develop materials that can be shared with other schools.

The role was established following growing interest from parents and pupils alike, many of whom have questions about how AI will shape future career prospects. Several S6 pupils have volunteered to collaborate with Laycock on developing effective ways to teach AI literacy across the wider school community.

The development at Mearns Castle follows a report published earlier this year by Edinburgh University, which concluded that Scottish schools have lacked both the time and capacity to prepare adequately for the rapid proliferation of AI. While many UK schools have teachers who take on some AI-related responsibilities alongside their existing duties, Mearns Castle's decision to designate a specific post for AI literacy is thought to be unprecedented.

The appointment reflects a broader recognition that AI literacy is becoming as essential as traditional digital skills. As AI tools become more sophisticated and more deeply integrated into education, employment, and daily life, the ability to critically evaluate their outputs and understand their limitations is increasingly viewed as a fundamental competency rather than a specialist interest.