Arabic version: مدارس بديلة تقيّم دور الذكاء الاصطناعي في التعلّم

According to ABC News, Steiner Education Australia has ruled out developing an in-house generative artificial intelligence tool for its teachers and students, as debate grows over AI’s effect on critical thinking and independent problem solving.

Generative-AI tools have been introduced in public schools in New South Wales, South Australia and Queensland. Supporters say they can reduce teacher workloads and help students study, while early research has warned against over-reliance. The NSW government has announced a broader review of AI’s impact on student learning, including consideration of banning take-home assessments.

Steiner Education Australia chief executive Andrew Hill said the school system would take a cautious view of anything that could compromise healthy brain growth. At Samford Valley Steiner School, director Andrew Curry said year 10 trigonometry students use theodolites at a nearby creek to create maps with traditional techniques, rather than relying on faster digital shortcuts.

Queensland’s Department of Education offers Corella, a generative AI tool for teachers and students in years 7 to 10 with parental consent for students. A department spokesperson said the tool uses a Socratic method to guide students instead of providing full direct responses, and is intended to support rather than replace thinking, effort and creativity.

University of Queensland education psychology professor Jason Lodge said “cognitive offloading” was the largest risk of embedding AI more deeply in schools, though he said assistance with grammar and spelling could be useful when those skills were not central to a lesson. Meanwhile, the Islamic College of Brisbane is developing an in-house assistant called Aladin, which chief executive Ali Kadri said could help identify students needing intervention.