Australian schools are increasingly experimenting with artificial intelligence, moving beyond simple educational tools to systems that actively interrogate students about their work. This shift, even as lauded by some as a way to ensure genuine understanding and combat plagiarism, is raising concerns about equity and the need for comprehensive teacher training. The integration of AI chatbots in education is rapidly evolving, prompting calls for a national strategy to prevent a widening gap between well-resourced and under-resourced schools.
The traditional model of students submitting assignments for teacher review is being challenged by “Thinking Mode,” where AI chatbots engage students in two-way dialogues. These interactions aren’t simply about confirming answers; they probe for deeper comprehension. “Can you explain this a little bit more?” or “What do you mean by that word?” are typical prompts, designed to assess whether students truly grasp the material and haven’t relied on tools like ChatGPT to complete their work. This approach aims to foster critical thinking and original work, but its implementation is uneven across the country.
At Hills Christian Community School in the Adelaide Hills, South Australia, AI is being integrated into a broader range of learning experiences. Students are utilizing sensors, drones, and coding to study natural ecosystems, and those with disabilities are benefiting from Meta AI glasses that provide real-time audio descriptions of classroom activities. Colleen O’Rourke, the school’s leader of digital innovation, emphasizes a philosophy of amplification: “AI tools are used by educators to amplify great practice, not dilute it.” She stresses the importance of maintaining the human element, describing AI as a “co-collaborator in the triad of the teacher and the student.”
Although, the rollout of AI in Australian schools isn’t uniform. A recent paper released by Independent Schools Australia (ISA) on Monday, February 23, 2026, highlights a growing “two-speed system,” where access to and implementation of AI technologies vary significantly based on geography and available resources. The ISA is urging the federal government to launch a national AI pilot program to address these disparities and ensure equitable access to these emerging technologies.
Uneven Adoption and Calls for National Guidance
Currently, only Novel South Wales and South Australia have implemented AI programs in public schools, following the lifting of a ban on the technology in late 2023. Graham Catt, the chief executive of ISA, warned that without deliberate action, “some schools will surge ahead, while others struggle to keep up.” The ISA paper advocates for a sector-blind pilot program to establish ethical guidelines and direct funding effectively. The debate surrounding AI in education is ongoing, with teachers grappling with how to best integrate these tools into their classrooms.
The latest Teaching and Learning International Survey (Talis), released in 2024, revealed that approximately two-thirds of Australian secondary school teachers and just under half of primary school teachers are already using AI in their work, placing Australia among the leading nations in AI adoption within education. Despite this uptake, teachers have expressed concerns about potential negative impacts on student wellbeing, privacy issues, and the risk of plagiarism, underscoring the need for robust safeguards and clear guidance.
AI Tools in Action: From Lesson Planning to Personalized Support
Large language models (LLMs) are already assisting teachers with tasks such as marking, providing student feedback, identifying learning gaps, and offering one-on-one tutoring in independent schools. In New South Wales, the department-owned EduChat chatbot is available to all public schools, supporting lesson planning and student study through guided questioning designed to promote critical thinking. South Australia’s EdChat chatbot, distributed statewide in 2025, has demonstrated early success in saving teachers time and assisting students with language or learning barriers.
O’Rourke emphasizes the urgent need for teacher training, stating, “One can’t teach our kids how to use it responsibly if teachers don’t understand how to use it responsibly.” This sentiment reflects a broader concern that educators require adequate support and professional development to effectively navigate the rapidly evolving landscape of AI in education.
The implementation of AI-powered tools like EduChat in NSW demonstrates a proactive approach to integrating these technologies. These tools aren’t intended to replace teachers, but rather to augment their capabilities and provide students with personalized learning experiences.
Looking Ahead: Ensuring Equitable Access and Responsible Implementation
The future of AI in Australian education hinges on addressing the existing disparities in access and providing teachers with the necessary training and resources. The call for a national pilot program from Independent Schools Australia underscores the importance of a coordinated and equitable approach. As AI continues to evolve, ongoing dialogue and collaboration between educators, policymakers, and technology developers will be crucial to ensure that these tools are used responsibly and effectively to enhance learning outcomes for all Australian students.
What are your thoughts on the role of AI in education? Share your comments below and let us know how you think these technologies can best be utilized to benefit students and teachers alike.
