Research & Policy Insights

Secondary Students as Co-Researchers on Generative AI in Learning: Empowering Youth to Shape National Education Policy

Colton Botta, University of Edinburgh • Judy Robertson, University of Edinburgh • Christina Mcmellon, University of Edinburgh • Jamie Lawson, Scottish Qualifications Authority • Jedidah Ajala, George Watson's College • Sofia Lugo Gonzalez, George Watson's College • Amina Hamidi, Castlebrae High School • Nia Hicks, Dunblane High School • Kara McDonald, Dunblane High School • Ross John Paterson, Dunblane High School • Peter Scott, Dunblane High School • Jessie Tang, Dunblane High School

As Generative Artificial Intelligence (GenAI) becomes an increasingly significant part of young people's lives, educators worry about its impact on learning and attainment. However, understanding this impact requires more than simply studying young people's behaviours or soliciting their opinions. It is essential to involve them actively as co-researchers, allowing their unique perspectives to shape the conversation around GenAI in schools. This project moves beyond seeing young people as research subjects, positioning them instead as co-designers, co-researchers, and potential influencers of national policy on GenAI in education. We recruited eight young people (aged 16-18) from three Scottish high schools to serve as Young People Co-Researchers (YPCR). Together, we explored their perspectives on GenAI at school, including their current usage, views on appropriate tasks for AI, and opinions on teachers' use of AI. The YPCR organised and conducted semi-structured focus groups with 50 peers and collaboratively analysed the findings with adult researchers. Our results show that young people are cautiously optimistic about GenAI's potential for learning and do not support outright bans in schools. They clearly distinguish between AI use for learning and in assessments, often expressing confusion over current policies and wishing for clearer guidance. The YPCR stated a strong desire to deepen their understanding of AI's advantages and risks and for schools to teach responsible, effective use. Their insights are valuable for national policy development and for AI literacy initiatives.