‘The feedback from students reflects a growing desire for partnership. They aren’t just asking for permission to use AI, they’re asking for guidance, collaboration, and trust.’ Last year we published an article about Queensland teachers working with academics on an action research project into student use of generative AI and their motivations for turning to the tech. In this update, Georgia Wignall – Senior Education Officer of Pedagogy at Queensland Department of Education – shares fresh insights from students, and how focused professional learning communities are being used to help teachers respond to this feedback.
In 2024, Balmoral State High School partnered with the UQ Learning Lab to investigate student motivations for using generative AI tools like ChatGPT, Gemini and Copilot in their learning. The goal was simple: to better understand how and why students were leaning on these tools, and to use that insight to inform teaching practice.
The findings revealed a clear need to build teacher capability, rethink assessment design, and provide students with explicit guidance around the ethical use of AI.
A year on, we still recognise the importance of explicit instruction around ethical and responsible use of AI tools. However, our current focus centres on building teacher capability through professional learning communities (PLCs) and exploring how assessment can be redesigned to reflect the realities of AI-enhanced learning.
These PLCs, established across Balmoral SHS, Holland Park SHS, and Brisbane Bayside State College, have become a space for teachers to share practice, experiment with AI tools, and reflect on how to support students in meaningful, ethical ways. Most importantly, they’ve reminded teachers that we are co-learners in this space. We’re not just teaching students about AI, we’re learning alongside them.
To ensure our understanding of student attitudes and behaviours remains accurate, we’ve continued to collect data. This year, we expanded to include student voice from Holland Park SHS and Brisbane Bayside SC (711 participates across year levels – 352 females, 318 males, 14 non-binary and 27 unidentified).
The most recent results offer insights into how students are using AI, what they believe about its ethical boundaries, and how they want teachers to support them.
What’s changed? What’s stayed the same?
Across all 3 schools, student use of AI tools has become more widespread and nuanced. Similar to the 2024 findings, students are using AI across a range of subjects – English, Science, and Maths top the list, with 49% of students reporting using AI in 3 or more subjects, and female students tending to use AI more diversely across the curriculum.
When it comes to the perceptions of cheating and using AI tools ethically, only 24-34% of students believe using AI is cheating. Younger students (years 7 and 8) are still more likely to view AI use as dishonest, while senior students tend to see it as a legitimate support tool. Regardless of age, students consistently agree that copying and pasting AI-generated work is unethical. However, using AI for feedback, grammar checks, or idea generation is seen as acceptable and even helpful.
The most common uses of AI across the schools were for explaining hard concepts (69%), generating ideas (67%), and supporting grammar and punctuation (49%). These numbers reflect a shift from novelty to utility. Seemingly, students are choosing to use AI not to shortcut learning, but to scaffold it.
It helps me learn by explaining hard concepts in a simple way where teachers can’t always provide the same kind of detail. – year 11 student
Trying to answer questions by Googling is too inefficient nowadays. AI allows you to ask a question and get an immediate relevant answer. – year 10 student
AI helps me get going with assignments and generate ideas as well as sources that I can use. – year 11 student
What students want from teachers
One of the most encouraging continuations we’ve seen is in how students view their teachers’ role in supporting AI use. Emerging last year, students want greater clarity and precision around ‘what’s ok’ and ‘what’s not’ – and they want us to be honest about how we’re using it ourselves. Most of all, they want support, not suspicion. Based on our survey students want:
- Clear boundaries between ethical and unethical AI use
- Practical demonstrations of how AI can support learning
- Transparency about how teachers themselves use AI
- Non-judgmental support when students are exploring AI tools
Encourage AI in situations where it is valid, and demonstrate the many mistakes made by AI and the importance of fact-checking. – year 12 student
Stop accusing students of using it over stupid things like (em) dashes … maybe ask the student if they know what the word means. – year 10 student
Support it while setting boundaries. – year 9 student
The feedback from students reflects a growing desire for partnership. They aren’t just asking for permission to use AI, they’re asking for guidance, collaboration, and trust.
Where to next?
As we move forward, our next steps are grounded in the work we’ve already begun through our PLCs. They have allowed us to build capability in a collaborative, low-pressure environment, where experimentation and shared learning are encouraged.
Each school’s goal now is to gradually transition from these PLCs into whole-school capability building. We want every teacher to feel confident not only in using generative AI themselves, but in guiding students through its ethical and effective use. This shift will support the redesign of assessment practices and ensure that explicit instruction around AI is embedded across subjects, not just in isolated pockets.
Most importantly, we’re embracing the idea that we are co-learners in this space. AI is evolving rapidly, and none of us have all the answers. But by learning together, asking questions, and staying curious, we can shape a learning environment that is both future-focused and grounded in integrity.
Finally, I would like to thank the staff and students at Balmoral SHS, Holland Park SHS, and Brisbane Bayside SC for their participation in this work. Their insights, openness, and willingness to engage have been invaluable. This collaboration continues to shape our understanding and strengthen our shared commitment to co-learning, ethical practice and future-focused education.