Scottish School Appoints First AI Literacy Teacher to Teach Pupils Critical Thinking

A secondary school in East Renfrewshire has become what is believed to be the first in the UK to create a dedicated teaching position focused entirely on artificial intelligence literacy. Mearns Castle High School has appointed Jamie Laycock, formerly a principal teacher of biology, to the newly created role of principal teacher of AI literacy, as schools grapple with how to prepare young people for a world increasingly shaped by powerful new technology.

The appointment reflects a growing recognition among educators that ignoring AI is no longer a viable strategy. Rather than encouraging pupils to embrace the technology uncritically, Laycock's core mission is to equip them with the skills to question, challenge and use AI responsibly. The guiding principle behind the role, according to the school, is that "we can't just hope AI goes away."

In one of his first lessons, pupils were presented with a mixture of genuine and AI-generated images and asked to identify which were fake. The exercise proved far more challenging than many students anticipated, underlining just how quickly deepfake technology is advancing. Laycock noted that distinguishing real from artificial content is becoming harder with each passing day.

Beyond spotting manipulated images, the course covers a range of AI-related dangers. One key area is "hallucinations" — instances where AI systems confidently present fabricated information as fact. Laycock acknowledged that "hallucination" is an imperfect term for the phenomenon but explained that it essentially means the technology makes things up.

He warned that young people without solid foundational knowledge may struggle to determine whether an AI output is accurate or entirely invented. His approach is to teach pupils to remain sceptical of anything an AI system produces and to independently verify information before accepting it as true.

Another significant concern is "anthropomorphisation" — the tendency for people to treat chatbots as trusted friends or authorities simply because they communicate in a human-like manner. Laycock stressed that despite appearances, these systems are fundamentally machines, and maintaining that perspective can be particularly difficult for young people.

The teacher also highlighted the sycophantic nature of many AI tools, which tend to flatter users and affirm their ideas rather than pushing back or offering constructive criticism. He warned that this behaviour could prove harmful for students who might accept AI-generated responses without applying critical thought, potentially becoming over-reliant on the technology.

Pupils will additionally learn about the biases embedded in AI systems, which arise from the data on which they are trained. The lessons are being tailored to different ages and stages, with younger pupils focusing first on foundational knowledge and critical thinking before progressing to practical applications of AI.

Laycock emphasised that the school is neither advocating for nor condemning AI. Instead, the goal is ensuring learners understand how to use it appropriately and get the best from it, while remaining aware that they are interacting with a machine that should not undermine their own capacity to think and evaluate.

The creation of the role follows a report published earlier this year by Edinburgh University, which concluded that Scottish schools have lacked the time and capacity to prepare adequately for the rapid rise of AI. The Mearns Castle initiative represents a direct response to that gap.

Under the new arrangements, all pupils in S1 and S2 will receive dedicated AI literacy lessons, while older year groups will cover 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 further.

Laycock will additionally train colleagues on AI use and develop teaching materials that can be shared with other schools. The position was established after growing interest from parents and pupils, many of whom have questions about how AI will shape future career prospects.

A number of S6 pupils have volunteered to collaborate with Laycock on developing the most effective ways to teach AI across the school. The involvement of older students in shaping the curriculum reflects a broader effort to ensure the lessons remain relevant and responsive to young people's actual experiences with the technology.

While many UK schools have teachers who take on AI responsibilities alongside their existing duties, Mearns Castle's decision to designate a specific role for AI literacy is thought to be unprecedented. The move signals a shift in how educational institutions are approaching a technology that is rapidly transforming how students learn, research and complete their work.

Some teenagers are already using AI tools to tackle homework, revise for exams and refine coursework, while others avoid the technology altogether. The school's approach acknowledges both realities, aiming to reach pupils wherever they stand and provide them with the understanding needed to navigate an AI-saturated world safely and thoughtfully.