Every person has dignity

Technology must be judged by its effect on people and the common good (§§96–99). A child is more than data, performance or an automated prediction; relationship, conscience, freedom and growth remain central.

Truth takes time

Rapid answers can weaken the desire to ask questions and test evidence (§§132, 139–140, 146). Schools should cultivate careful inquiry, reading, reflection, discussion and the ability to distinguish a convincing output from a sound account.

Decisions require human accountability

AI can reflect bias, invade privacy and obscure who is responsible for a decision (§§102–106). People affected by consequential decisions should be able to understand, question and seek correction of them.

Education is an alliance

The Pope asks schools to support teachers’ continuing formation and to work with families and other institutions (§§142–147). Children need responsible, critical and creative use of technology, alongside trustworthy human relationships.

1. What is our purpose?

Which uses of AI demonstrably help pupils learn or staff serve them? Are there tasks where conversation, teacher judgement, prayer, creativity or slow reflection should take priority?

Agree a clear educational rationale and give leaders space to evaluate tools before adopting them widely.

2. Who remains responsible?

Who checks AI-assisted advice or outputs used in assessment, attendance, behaviour, safeguarding or support for pupils? Can a family or staff member understand and challenge a consequential decision?

Set clear lines of human review and escalation. Keep sensitive decisions with appropriately qualified people.

3. Are pupils learning to seek truth?

Can pupils verify sources, recognise fabricated images or claims, and explain when an AI answer may be misleading? Does work still give them opportunities to think, write, discuss and create for themselves?

Resource age-appropriate digital and AI literacy within the curriculum, including time for reading and thoughtful discussion.

4. Are children protected and included?

How are privacy, online safety, bias and the unequal effects of digital access considered? Do tools work fairly for pupils with SEND and families with different resources, languages or levels of digital confidence?

Seek specialist advice and listen to affected pupils and families. Offer accessible routes to learning and communication.

5. Are staff equipped?

Do teachers and leaders understand the strengths and limits of the tools they are asked to use? Does technology support professional judgement and wellbeing, or add hidden work and surveillance?

Provide formation, practical guidance and time to share evidence about what helps teaching and pastoral care.

6. How do families share in discernment?

What are parents told about the school’s use of AI and how can they raise concerns? Is the school helping families discuss attention, relationships, manipulation and safe habits at home?

Make communication clear and two-way, and shape proportionate guidance with families rather than leaving them to face the digital environment alone.