Bridging the Divide: Empowering Both Teachers and Students to Embrace AI Boldly
Having reviewed a number of AI policies, immersed myself in the literature, and engaged in countless conversations, one thing has become abundantly clear: when it comes to students, there are two distinct camps. On one side, we have the champions of risk-taking, who see AI as an opportunity for students to experiment, innovate, and push boundaries. On the other, there are those deeply concerned about misuse and cheating, whose focus is on managing risks and minimising harm. Both perspectives are valid, but when we shift the lens to teachers, the conversation takes a markedly different tone—and not in a good way.
Why is it that we are so willing to encourage students to take risks with AI, yet the same encouragement isn’t extended to their teachers? While we are rightly concerned about equipping students with the skills to navigate an AI-driven world, we often fail to model the same adventurous spirit when it comes to teaching practices. Teachers are frequently urged to innovate within narrow, predefined parameters—if at all. The emphasis is overwhelmingly on compliance, consistency, and control, leaving little room for the creativity and experimentation that AI could enable. And if teachers aren’t given the freedom to explore and take risks with AI, what are we really modelling to our pupils?
If the goal is to prepare students for a world where AI will play a central role, then our classrooms need to be spaces where innovation is not only allowed but actively encouraged. This cannot happen if teachers feel constrained by a fear of making mistakes or stepping outside the lines. In the same way we ask students to embrace trial and error as part of the learning process, teachers need that same permission to explore AI’s potential—to try new tools, adapt methodologies, and, yes, even fail along the way. After all, if teachers aren’t given the space to take risks, how can we expect students to?
That said, it’s important to recognise that risk-taking doesn’t mean abandoning structure or accountability. Clear guardrails need to be in place to ensure that experimentation remains purposeful and aligned with educational goals. Policies should provide a framework that allows for creativity while maintaining safeguards against misuse. This balance between freedom and responsibility is critical; teachers need to feel supported, not left to navigate uncharted waters alone. Without these structures, the potential for meaningful innovation could be overshadowed by confusion or unintended consequences.
Moreover, the current culture around AI in education often leans towards caution rather than curiosity when it comes to teachers. Policies are written to mitigate risks rather than enable opportunities. Training often focuses on compliance and proper usage rather than experimentation and creativity. This approach sends a mixed message. We’re telling students that AI is a tool for bold innovation while signalling to teachers that their role is to manage it cautiously from the sidelines. This disconnect not only undermines the potential of AI in education but also risks creating a culture where risk-taking is seen as the preserve of students rather than a shared ethos.
We need to flip this narrative. Teachers should be given the same encouragement to experiment with AI that we offer to students. This means rethinking policies to include teacher-led innovation, providing professional development that inspires creativity, and fostering a culture where taking risks is seen as a vital part of professional growth. Only then can we truly model the kind of open-minded, forward-thinking approach we want our students to adopt.
The question isn’t just how we prepare students for an AI-driven future. It’s also how we prepare teachers to lead them there. If we want our classrooms to be incubators of innovation, then we need to make sure the spirit of risk-taking flows freely from teacher to pupil. Because what we model today will shape how our students approach the challenges of tomorrow.