Key Takeaways
• Guernsey schools are individually adapting to AI with tools like custom agents and Microsoft Copilot.
• The lack of centralized policy leads to inconsistency, with schools following varying exam board standards.
• Educators express both optimism and concern, citing AI’s benefits for efficiency and risks to learning quality.
• Students acknowledge AI’s strengths in technical subjects but highlight its struggles with reasoning-based tasks.
• Parents are wary of over-reliance, advocating for AI as a support tool—not a substitute for learning.
As artificial intelligence (AI) continues to transform industries, schools in Guernsey are experimenting with its integration into education.
But without centralized policies in place, approaches vary widely. Educators, students, and parents are all navigating uncharted territory—balancing innovation with academic integrity.
Early Integration: Custom AI Tools in the Classroom
The Ladies’ College is taking a pioneering approach by embedding AI into student learning routines.
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A custom-made AI agent is being used to help Year 7 students develop and monitor academic goals.
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The school has also implemented a restricted version of Microsoft Copilot, enabling safe, controlled use of generative AI in educational contexts.
Headteacher Daniele Harford-Fox is spearheading the effort to modernize the curriculum. She questions the continued emphasis on traditional writing skills in light of AI’s capabilities.
“If AI can write a better essay than most students, the real question is why are we spending seven years of a student’s life teaching them how to write essays?”
Her remarks reflect a broader reconsideration of educational priorities as AI tools begin to outperform students in certain tasks.
Fragmented Oversight and Legal Ambiguity
While schools are innovating, a lack of formal regulation complicates matters. Guernsey has no specific AI policy for schools, meaning institutions must rely on:
• Guernsey’s data protection laws for digital safety
• Varied guidance from UK examination boards
• Internal interpretations of ethical AI usage
These patchwork rules pose logistical challenges, especially when different subjects use different boards—each with its own stance on permissible AI use.
Educators’ Reactions: Between Enthusiasm and Concern
At Les Varendes, Headteacher Kieran James advocates for a balanced approach, seeing AI as a helpful tool rather than a disruptive force.
“It’s a tool… and it can be used really effectively as long as it’s used appropriately, and not, for example, to pass off AI’s work as a student’s own.”
He also suggested that AI could serve as a “personal tutor,” providing support outside class hours by helping students practice and evaluate their work.
Media teacher Ed Gregson, also at Les Varendes, uses AI to streamline grading tasks, freeing up time for more creative instruction. But he admits to some unease.
“I’m terrified to say that I think it marks better than I do. Humans are tired… you kind of know that your personal bias is entering into your marking.”
This sentiment underscores an emerging ethical question: should AI replace human judgment in evaluative tasks?
Student Perspectives: Capable, But Inconsistent
Students have also explored AI’s capabilities, particularly at Elizabeth College, where digital lead Dave Costen remains cautious about its role.
“Too much [information] to students straight away,” he said, adding that teachers instead “develop the learning [of students] gradually.”
According to Costen, many students still have a limited understanding of how AI works. Feedback from students revealed:
• AI is effective in technical tasks like coding
• It performs poorly in reasoning or logic-based subjects
• Over-reliance can hinder critical thinking and comprehension
This mixed experience reveals that while AI may enhance certain skill sets, it cannot yet substitute holistic learning models.
Parental Concerns: Guardrails Over Full Access
Some parents are proactively limiting their children’s AI exposure. Gazz Barbe, a Guernsey parent, restricts the use of AI in his daughter’s academic work.
“I worry that if I give my daughter unrestricted access to this technology, she will use it to complete homework assignments.”
“The positive potential is absolutely massive… so long as it’s used as a tool to assist teachers instead of doing the teaching.”
Barbe’s comments reflect a broader parental sentiment: AI should augment learning, not replace it.
Guernsey’s education sector is demonstrating both curiosity and caution in its response to AI. Schools are trialing new tools, teachers are reconsidering their roles, students are exploring boundaries, and parents are applying safeguards.
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