Réada Cronin (Kildare North, Sinn Fein)
Link to this: Individually | In context

755. To ask the Minister for Education and Skills if guidelines will be published to schools on the use of artificial intelligence as part of the Leaving Certificate; the impacts artificial intelligence could have on Leaving Certificate points in the future; and if she will make a statement on the matter. [18604/25]

Réada Cronin (Kildare North, Sinn Fein)
Link to this: Individually | In context

756. To ask the Minister for Education and Skills the extent to which artificial intelligence will be allowed during the process of students working on school projects for the Leaving Certificate; and if she will make a statement on the matter. [18605/25]

Helen McEntee (Meath East, Fine Gael)
Link to this: Individually | In context

I propose to take Questions Nos. 755 and 756 together.

As the Deputy is aware, as part of the Senior Cycle Redevelopment programme, the curriculum and assessment arrangements for all Leaving Certificate subjects will be revised over the coming years.

Each new and revised subject specification will incorporate externally assessed components that are not a traditional written examination, called Additional Assessment Components (AACs) and will be worth at least 40% of the total available marks.

AACs will assess students’ skills and key competencies, developed through the study of their chosen subject, in a way that a terminal written examination cannot. Students, as well as teacher representatives and academic experts, have consistently asked for the introduction of AACs beyond a terminal examination.

The introduction of AACs will broaden how students are assessed and will allow students to demonstrate their different aptitudes and abilities through a wider array of formats.

Currently, approximately three-quarters of all Leaving Certificate subjects include assessment elements beyond the traditional written examinations. These assessments vary by subject, including oral and aural exams, practical performances, coursework, digital submissions, and project work.

In regard to Leaving Certificate assessment, since the 2023 examinations the State Examinations Commission (SEC) has included an instruction in relation to material generated by artificial intelligence (AI) software in its documentation. There is a requirement currently that any material generated by AI software be appropriately referenced. The arrangements for the acceptance and authentication of coursework for the state examinations are outlined in SEC Circulars S69/04, S68/08, S76/22, and S52/24, which contains specific instructions in relation to the use of AI software in coursework. Information is also provided in the individual subject specific circulars which issue annually from the SEC.

With respect to the new and revised Leaving Certificate subjects being introduced from September 2025, guidelines from the National Council for Curriculum and Assessment (NCCA) to support the completion of AACs were published in December 2024. These guidelines were developed in close cooperation with the SEC and teacher focus groups.

The publication of the Guidelines delivered on a commitment to provide assessment materials to teachers to support the implementation of the revised subject specifications and will also inform the further development of teacher professional learning by Oide, as relevant and appropriate.

The inclusion in the AAC Guidelines of a requirement for any material generated by AI software to be appropriately referenced is in line with the approach taken by the SEC in other subjects currently. Further specific guidance on using generative AI in AACs will be provided in future SEC documents, as noted in the AAC Guidelines published last year.

In addition, my Department with the support of Oide Technology in Education (TiE), the specialist area within the support service for teachers and school leaders, is currently finalising guidance on the use of AI in teaching and learning. It is expected that this guidance will issue shortly, complemented by the resources on the dedicated AI Hub already available on the Oide TiE website. The guidance will provide information on the opportunities and risks associated with AI and highlight matters for consideration to inform schools and teachers in educating on AI and considering the use of AI, so that it can be done in a safe, ethical and responsible manner.

Ongoing research, EU and national regulatory changes, and insights from Coimisiún na Meán will continue to guide the Department's efforts to assist schools and teachers in navigating the challenges and opportunities AI brings to education. On that basis, the Guidance will be reviewed before the end of the year, including capturing feedback from the system, and updated as appropriate to best support schools and teachers.

Previously, in light of recent developments in the field of generative AI, the then Minister for Education asked the SEC to commission further research on the potential role and impact of generative artificial intelligence in the context of teacher-based assessment in particular. The scope of this research has since broadened to also include external assessment for certification purposes.

This research will consider both the unique opportunities and challenges associated with generative AI in the context of assessment for certification. In particular, it will explore how the use of generative AI, and possible approaches to allowing or restricting same, impact on assessment integrity. It will also examine how generative AI might support improved assessment processes.

Regarding the use of Leaving Certificate results by Higher Education Institutions (HEIs) for admissions purposes, it is important to note that HEIs set the entry criteria for admissions to their courses.

Neither I as Minister for Education nor my Department have any role in relation to the operation of the CAO or the admission of students to third level institutions. Policy regarding the higher education sector falls within the remit of my colleague the Minister for Further and Higher Education, Research, Innovation and Science.