Ms Eugenie Kelleher:

I thank the Chairperson and committee for the invitation to discuss the integration of AI in post-primary education. I also appreciate the opportunity to present my findings and insights from my research project titled "An investigation into the effect of Artificial Intelligence Aids on learning achievements, creativity, and innovative thinking in Irish secondary school students", which I conducted for the BT Young Scientist and Technology Exhibition 2024.

In today's world, it seems as though AI is advancing at an exponential rate. Its potential to transform various aspects of our lives is undeniable. However, with the inevitability of AI's integration into education, given its rapid development, it is crucial that this integration is done in a gradual and thoughtful way in order to harness its benefits while also effectively addressing the challenges it presents. Throughout the duration of my research, I have developed a comprehensive understanding of the role that AI can play in enhancing educational experiences.

My project primarily focused on generative AI tools such as ChatGPT and Snapchat AI and their effect on learning achievements, creativity and innovative thinking among post-primary students. Students do not all learn in the same way and an important aspect of AI, which we must consider for its integration into post-primary education, is the fact that it can be utilised to accommodate students' individual learning methods. For example, if we consider a student who is eager to engage in class discussions but finds their methods of learning do not align with the teacher's methods of teaching, this is not, of course, the fault of the student or teacher but, with the use of AI software, the student can be presented with the lesson content in a way that resonates with their learning needs, such as visualisations or personalised explanations tailored to their unique style of learning. This demonstrates how AI software can be utilised to enhance student learning in the post-primary educational landscape.

Through my research, I observed that many students are already incorporating AI tools into their academic work. One key finding from my questionnaire data was that 36.3% of students reported using AI-powered tools to enhance their creativity in educational settings. Students found that while generative AI tools offer substantial benefits such as providing new ideas, enhancing technical skills and streamlining the creative process, they also raise significant concerns about academic integrity, over-reliance and potential laziness among students. For example, 76.6% of participants in my study acknowledged that AI tools provide new ideas and inspiration, demonstrating their positive impact on creativity. However, 88.2% of participants expressed concerns about AI's role in fostering creativity and innovation, worrying about its potential to promote dishonesty and hinder genuine creative thinking.

Additionally, my research revealed significant gender-based differences in attitudes to AI use. Male students, for instance, were more likely to use generative AI tools for English assignments, indicating a potential gender imbalance in adopting AI tools. Furthermore, the recent leaving certificate reforms, which emphasise project work and practical assessments, highlight the importance of addressing AI's role in education. As these new assessment methods become more prevalent, the risk of academic dishonesty through AI use increases. Ensuring the authenticity of students' work in this context is crucial to maintaining the integrity of our education system.

To effectively integrate AI into post-primary education and address these concerns, I propose the following recommendations. First, clear guidelines and policies should be developed for the use of AI tools in education to protect academic integrity. Second, training programmes for educators should be implemented to help them to understand and manage the use of AI in their classrooms. Third, we should ensure all students have equal access to AI resources and are encouraged to use them responsibility. Ralph Ellison once said, "Education is all a matter of building bridges." As we integrate AI into our education system, we must build bridges carefully, ensuring they lead to enhanced learning, creativity and integrity for all students.

I thank members for their time and consideration. I look forward to discussing these issues further and answering any questions they may have.