By Stuart Caddell, Head Teacher at Gairloch High School, Scotland
AI is a game changer in so many ways for rural school educators and learners. It has the potential to enhance what we do and improve our output, give us time back and help us navigate with ease the data-dominated world that we live in. It is a powerful force with an impact greater than the implementation of the Internet and associated technologies.
I lead a school of approximately 100 students on the north-west coast of Scotland. When compared to our urban counterparts, there are always equity concerns around resources required to ensure a full and meaningful learning experience. In our context, students and staff come from an area of over 400 square miles (1036 square kilometres) with many travelling between 2-3 hours per day to and from school. With less than 14 teachers, limited numbers of support staff, and the challenges of ensuring pupils experience a rich and full curriculum, I and many of my colleagues are excited by what AI brings to the table to help us enhance what we already do well in our rural community.
Before I go on, it is important to note that whilst AI can support and enhance the work of rural teachers, it must not replace the effective practices already thriving in rural schools. Just one example of where rural schools have a measured advantage over urban schools was noted by OECD Director for Education and Skills Andreas Schleicher, who carefully pointed out in a blog that teachers in rural schools can often provide greater support to learners. This exceptional level of human support should not be replaced by AI, however it can be enhanced by it.
Our students appear keen on using AI to support their learning and development. They recognise that access to human support is not always available or accessible to them due to rurality. As a school too, we must also acknowledge that after-school support cannot always be offered equally due to the distance staff and students live from the school. This is where we believe that AI can support our rural communities effectively.
As practitioners, we are beginning to explore AI solutions aimed at supporting learners outside of school hours. One such example is the use of personalised tutors. The potential for these systems to ‘learn the learner’ over time can act as a viable and alternative option for learners to engage with when a teacher is unavailable. Many students already are using systems like Quizlet’s AI tutor whilst students in other schools are using technologies such as Khanmigo to support their learning.
In addition to personalising learning, students are also using AI to help enhance their learning in other ways. Students are creating example assessment questions, generating higher-order thinking questions and study plans. They are also using AI to help re-define learning content into formats that make it easier for them to understand.
Staff are beginning to make use of AI, with most seeing the benefits of it. Examples include assisting with course and lesson planning, to staff using AI to delve deeper into their professional learning, using tools such as Google Gemini’s Deep Research feature. Some teachers are also using AI solutions to encourage learners to ‘reverse engineer’ creative content.
As Head Teacher, I have been using AI to summarise a range of documentation, legislation and policy into microlearning ‘chunks’ to support what I refer to as awareness-based learning, which aims to keep staff up to date with information required for their roles, whilst reducing pressure on their cognitive load.
Whilst AI used well is great, it is important not to buy in to all the hype and dive in headfirst. Instead, educators should carefully study its potential to support rural learners. Schools should ask a range of questions when considering implementing AI-based solutions, including:
- How will it work?
- What will it look like in practice?
- Will it enhance learning and support students?
- Will this support teachers in creating engaging learning experiences?
- What are the drawbacks?
Professor Rose Luckin and her team at Educate Ventures here in the UK are advocates for AI, however their motto “Learn fast, act more slowly” is one we all need to live by. This will ensure AI truly benefits the learners of today and of the future.
