Scottish School Hires First Dedicated AI Literacy Teacher to Teach Pupils Not to Trust Chatbots

A high school in East Renfrewshire has become what is believed to be the first school in the United Kingdom to appoint a dedicated teacher whose sole responsibility is teaching artificial intelligence literacy, in a move that underscores how quickly AI has moved from the margins of education to its centre. Mearns Castle High School created the post of principal teacher of AI literacy after growing interest from parents and pupils, many of whom were asking how the technology would shape future careers. The role has been filled by Jamie Laycock, a former principal teacher of biology who now leads the school's efforts to help both students and staff understand the risks and benefits of AI.

The decision reflects a broader philosophical stance taken by school leadership: pretending the technology does not exist is no longer a viable option. The message underpinning the new role is simple and direct — "We can't just hope AI goes away." Yet rather than encouraging pupils to embrace AI uncritically, Laycock's mission is to ensure they can question it, challenge it, and use it responsibly. He is not an advocate for the technology, nor does he condemn it; instead, he describes his approach as equipping learners with the skills to get the best out of AI while remaining aware that they are interacting with a machine.

In one of his first lessons, pupils were shown a mixture of real and AI-generated images and asked to identify the fakes. The exercise proved far more difficult than many students expected, highlighting the rapid advances in so-called deepfakes. Laycock says distinguishing between authentic and fabricated content is becoming increasingly hard by the day, making critical evaluation an essential skill for young people growing up in a digital environment saturated with synthetic media.

Beyond image detection, the course covers the phenomenon known as "hallucinations," where AI systems confidently present information they have fabricated. Laycock is critical of the term itself, describing it as a poor choice of words, but acknowledges it captures the behaviour: the technology simply makes things up. He warns that for a young person without what he calls "foundational knowledge," it can be extremely difficult to determine whether an AI output is a hallucination or a genuine fact. His solution is to teach students to be sceptical of everything an AI system produces and to verify claims independently before accepting them as true.

Another danger Laycock addresses is "anthropomorphisation," the tendency for people to treat chatbots as trusted friends or experts simply because they sound human. He points out that while AI may possess human-like qualities, it remains fundamentally a machine. For young people in particular, he says, maintaining that perspective at all times is genuinely difficult. The risk is that students begin to rely on AI as an authority figure rather than as a tool requiring constant scrutiny.

Laycock also warns about the sycophantic nature of many AI systems, which tend to flatter users and agree with their ideas rather than challenging them. He notes that AI "always tells you you're amazing, that your idea is great." This tendency, he argues, creates real risks for young people who may accept answers without thinking critically. He believes schools must teach learners about this behaviour so they do not become trapped and hooked into the technology, developing an unhealthy over-reliance on it.

The curriculum further explores how AI systems can reflect biases toward certain norms, a consequence of the information on which they are trained. Laycock says lessons will be tailored to "different ages and stages," with younger pupils focused on foundational knowledge and critical thinking skills before moving on to practical applications of AI. All pupils in S1 and S2 will receive AI literacy lessons, while older year groups will cover the subject through citizenship and personal and social education classes. An elective course will also be available for senior pupils.

The creation of the role follows a report published earlier this year by Edinburgh University, which concluded that Scottish schools have not had the time or capacity to prepare properly for the rapid rise in AI. The report, which examined the readiness of the education system, pointed to a gap between the speed of technological change and the ability of schools to respond. Mearns Castle's decision to appoint a dedicated AI literacy teacher is in part a response to that finding, positioning the school as a potential model for others across the country.

Laycock will also help train colleagues on the use of AI and develop teaching materials that can be shared with other schools. The role was designed to have an impact beyond Mearns Castle's own classrooms, with the intention that the lessons and resources created there could be adapted by educators elsewhere. A number of S6 pupils have volunteered to work alongside Laycock on how best to teach AI to the rest of the school, giving older students a role in shaping the curriculum for younger peers.

While many schools in the UK have AI leads — teachers who take on some responsibility for AI alongside their regular duties — this is thought to be the first time a school has designated a specific role entirely dedicated to AI literacy. The distinction matters, according to those who support the approach, because AI literacy requires sustained attention and specialised knowledge rather than being treated as an add-on to existing subjects. By creating a standalone post, Mearns Castle has signalled that understanding AI is now a core part of preparing students for the world they will enter.

The school's approach reflects a wider debate about how education systems should respond to generative AI. Some institutions have moved to ban the technology, fearing it will undermine academic integrity and encourage shortcuts. Others have embraced it enthusiastically, integrating AI tools into teaching and assessment. Mearns Castle occupies a middle ground, treating AI as something that must be understood rather than either banned or celebrated. Laycock's stated goal is for learners to know how to use it appropriately so they can benefit from it, while ensuring it does not impair their own ability to think and critically evaluate information.

The stakes for students are not merely academic. Many pupils are already using AI to tackle homework, revise for exams, and sharpen coursework, while others steer clear of it entirely. The uneven adoption of the technology means some young people are developing sophisticated AI skills while others risk being left behind or, conversely, becoming over-dependent on systems they do not fully understand. The curriculum at Mearns Castle aims to level that playing field, giving every pupil a baseline understanding of what AI can and cannot do.

For pupils like Tomo, the arrival of AI raises questions about the future of work itself. He wonders whether AI could transform his chosen profession before he even graduates, a concern shared by many teenagers contemplating careers in a rapidly changing labour market. The school's decision to involve students in teaching their peers about AI suggests an awareness that young people are not passive recipients of the technology but active participants whose perspectives matter.

The appointment of a dedicated AI literacy teacher in Scotland is likely to be watched closely by educators across the UK as they grapple with similar questions. If the model proves successful, it could encourage other schools to follow suit, treating AI literacy not as a specialist concern but as an essential component of modern education. For now, Mearns Castle's message to its pupils is clear: AI is here to stay, but it should never be trusted without question, and the ability to think critically remains the most valuable skill of all.