Mearns Castle High School in East Renfrewshire, Scotland, is believed to be the first school in the UK to appoint a dedicated principal teacher of AI literacy, introducing a role focused on helping pupils understand the risks, limitations and responsible use of artificial intelligence.
The role has been assigned to Jamie Laycock, a former principal teacher of biology, who believes schools must prepare young people to question AI-generated information rather than accept it without verification. His approach is guided by the message: “We can’t just hope AI goes away”.
One of Laycock’s early lessons involved showing pupils a mix of genuine and AI-generated images and asking them to identify the fakes. The exercise revealed how difficult it has become to distinguish authentic images from deepfakes as the technology continues to advance.
The lessons also cover AI “hallucinations”, where systems generate information that is incorrect or entirely fabricated. Laycock stresses that pupils need foundational knowledge to distinguish reliable information from false answers and should verify AI-generated claims.
Another concern is “anthropomorphisation”, where users treat AI chatbots as trusted friends or experts because they communicate in human-like ways.
“It has human-like qualities but actually this is just a machine,” Laycock says, warning that young people may find it difficult to maintain this distinction.
He also highlights the tendency of AI tools to flatter users and agree with their ideas rather than challenge them. “It’s sycophantic,” he says. “It always tells you you’re amazing, that your idea is great.”
The programme will be tailored to different age groups, with younger pupils focusing on foundational knowledge and critical thinking before progressing to practical AI applications. All pupils in S1 and S2 will receive AI literacy lessons, while older students will explore the subject through citizenship and personal and social education classes. Senior pupils will also have access to an elective course.
Laycock will train fellow teachers and develop educational resources that could be used by other schools. The role was introduced amid growing interest from parents and pupils about AI’s potential impact on education and future careers.
Several S6 pupils have volunteered to help shape the programme. One of them, 17-year-old Tomo, who had planned to study finance and economics, expressed concern about how AI could transform career opportunities before he graduates.
Another pupil, Aydin, said AI should support learning rather than simply provide answers. Anna, meanwhile, said the deepfake exercise had reduced her confidence in distinguishing real images from fabricated ones.
Head teacher Stuart Clark said AI would have significant implications for the economy and society. He emphasised that preparing pupils to use the technology responsibly was not the same as promoting it, adding that schools should avoid repeating mistakes made when social media became widely adopted without sufficient awareness of its implications.
The initiative follows a report by Edinburgh University earlier this year that found Scottish schools lacked the time and capacity to prepare adequately for AI’s rapid growth.
In March, the Scottish government published national guidance on AI in education, highlighting ethical use, the risks of over-reliance and the importance of preserving meaningful human interaction.
Education Secretary Màiri McAllan welcomed schools’ efforts to improve AI literacy, saying educators and learners needed support to understand both the opportunities and challenges. She added that the government would continue reviewing its guidance as the technology evolves.
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