AI trialing in schools, balancing between wariness and exploration
In the educational landscape of France, the integration of Artificial Intelligence (AI) is becoming increasingly prevalent. The Ministry of Education published an AI usage framework for schools in June 2025, aiming to guide this technological integration while respecting the pedagogical freedom of teachers.
The framework outlines guidelines for the responsible use of AI, ensuring that it complements, rather than replaces, the human element in education. For instance, AI can support teachers in preparing lessons, corrections, and even specific tools for dyslexic students, such as those that can scan homework drafts and help correct certain French mistakes.
However, the National Union of Secondary Education Teachers (SNES-FSU) has expressed concerns about the framework, criticizing it for not focusing enough on the harmful effects of AI. This highlights the ongoing debate about the role of AI in education and the need for continued discourse and refinement of these guidelines.
As for the students, high school and university students extensively use AI, while only 20% of teachers do. To bridge this gap, the Ministry of Education has announced the development of a sovereign, open, and evolving AI tool for teachers, to be available by the 2026-2027 school year. This tool is intended to support teachers in activities such as course preparation and student evaluation.
To foster a better understanding of AI among students, a mandatory online awareness course will be introduced. Starting from the 2025 school year, 4th and 2nd grade students will participate in the first of these courses, lasting between 30 minutes and 1.5 hours.
It's crucial to note that using AI by a student to complete a task without a teacher's authorization is considered cheating. Teachers are also prohibited from asking students to create a personal account to use public AI services, due to data protection reasons.
Professor Jean-François Cerisier, a specialist in information and communication sciences, suggests experimenting with AI and giving feedback to overcome concerns about its use in education. Line Neeff, on the other hand, estimates that exchanges between professors of all disciplines constitute the most effective strategy for teacher training in AI.
CΓ©cile Cathelin, a high school literature teacher, emphasizes the importance of ritualizing the use of digital tools with students and insisting on verifying the information obtained. She also recommends her students to test several AI-based tools for creating flashcards, a revision chatbot, or helping them build an essay plan.
Despite the concerns raised by the SNES-FSU, it's clear that AI is poised to play a significant role in the French educational system. However, it's essential to approach this technology with caution, ensuring that it enhances, rather than undermines, the quality of education. As with any innovation, the key lies in striking a balance between embracing the potential benefits and mitigating the potential risks.
