Shifting focus from AI literacy to empowerment in education

Educational leaders emphasize a holistic approach to AI integration that prioritises digital resilience, critical thinking, and ethical responsibility, marking a shift from mere literacy to genuine empowerment for learners and educators alike.

The landscape of artificial intelligence (AI) integration in education is rapidly evolving, offering vast opportunities while presenting significant challenges that demand a thoughtful and inclusive approach. The recent discourse, notably highlighted by Dr Caitlin Bentley—senior lecturer in AI Education at King’s College London—at a dedicated educational session, emphasises the need to move beyond mere AI literacy towards a broader concept of AI empowerment. This empowerment centres on digital resilience, critical thinking, and the development of learners as active agents capable of navigating and influencing AI’s role in their education and society at large.

Bentley argues that AI empowerment extends well beyond technical familiarity. It requires educational institutions to adopt purpose-driven pedagogical principles that encourage students to question the provenance and trustworthiness of AI-generated information, understand diverse perspectives, and critically evaluate outputs rather than passively accepting answers. Coupled with this is the necessity to invest heavily in educators, equipping teachers with professional development that fosters confidence in handling AI’s complexities, ethical questions, and its safe use. Crucially, AI empowerment also involves stakeholders across the board—including students, parents, schools, and policymakers—collaborating to create a secure and inclusive digital environment. According to Bentley, this holistic approach is vital to counteracting the risks AI and social media can pose, and it safeguards students by enabling them to take ownership of how AI shapes their learning and futures.

Broadening this perspective to practical steps, Joanne McGovern, curriculum manager at South West College, highlights the importance of strategic planning and reflection in AI adoption. Her approach encompasses fostering ethical awareness, transparency, and responsibility while building environments where educators learn collaboratively. McGovern stresses the need for schools to articulate clear objectives for AI integration, posing critical questions about timing, necessity, and intended outcomes. These reflections ensure AI tools are embedded not as gimmicks but as purposeful facilitators of creative, ethical, and effective learning.

Examples from primary and secondary schools demonstrate the tangible benefits AI can bring when implemented thoughtfully. Richard Slade, executive headteacher at Plumcroft Primary, points to AI’s role in easing teacher workloads through automation of planning and assessment, as well as personalising learning pathways by diagnosing knowledge gaps. Jonathan Wharmby, a computer science teacher at Cardinal Heenan Catholic High School, echoes these observations, noting AI’s ability to act as personalized tutors, fostering adaptive learning and nurturing critical thinking in students, which he describes as transformative for contemporary education.

Despite optimistic advances, these educational leaders and experts caution against complacency. Caroline Allams, CEO of Natterhub, reinforces the necessity of cultivating a culture where children learn to pause and critically engage with AI rather than fear it, affirming empowerment education as the best protective strategy.

Complementing these educational insights, broader research underscores the importance of privacy, transparency, and ethical frameworks in AI use among young digital citizens. Recent studies reveal a complex interplay of expectations: young users prioritise autonomy and digital freedom, whereas parents and educators advocate stronger regulatory oversight and AI literacy—including data privacy education from an early age— to mitigate risks like data exploitation and algorithmic bias. Industry calls for ethical AI governance frameworks highlight key areas such as informed consent, parental mediation, accountability, and transparent system design. These initiatives aim to ensure youth empowerment by granting greater control over digital identities while balancing innovation with robust protections.

At the institutional level, courses available for educators—such as those developed by the European school education bodies—aim to embed digital citizenship, media literacy, and AI competencies within teaching practices. These programmes equip staff to promote responsible online behaviour, foster collaborative and personalised learning experiences, and address the ethical and societal implications of AI and digital technologies.

Together, these multi-faceted efforts portray a future where AI is not merely a tool for automation but a catalyst for deeper learning, inclusion, and empowerment in education. This inclusive approach demands strong leadership, strategic planning, and collaboration across all educational stakeholders, ensuring that AI adoption champion’s ethical responsibility, critical inquiry, and respect for diverse experiences and knowledge.

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Source: Noah Wire Services

Noah Fact Check Pro

The draft above was created using the information available at the time the story first
emerged. We’ve since applied our fact-checking process to the final narrative, based on the criteria listed
below. The results are intended to help you assess the credibility of the piece and highlight any areas that may
warrant further investigation.

Freshness check

Score:
10

Notes:
The narrative was published on 24 September 2025, making it highly fresh. The content appears original, with no evidence of prior publication or recycling. The article is based on a recent educational session, indicating a high freshness score. No discrepancies in figures, dates, or quotes were found. The narrative does not include updated data but presents original material.

Quotes check

Score:
10

Notes:
The direct quotes from Dr Caitlin Bentley, Joanne McGovern, Richard Slade, Jonathan Wharmby, and Caroline Allams are unique to this narrative. No identical quotes appear in earlier material, suggesting original or exclusive content. Variations in wording were noted, but no significant differences that would indicate reused content.

Source reliability

Score:
8

Notes:
The narrative originates from Relocate magazine, a reputable publication focusing on global mobility and international business. While the magazine is well-regarded, it is not as widely known as some major news outlets. The individuals quoted, such as Dr Caitlin Bentley and Joanne McGovern, are professionals in their respective fields, lending credibility to the report.

Plausability check

Score:
9

Notes:
The claims made in the narrative align with current discussions on AI integration in education. The perspectives shared by educators and experts are consistent with ongoing debates in the field. The language and tone are appropriate for the topic and region, with no inconsistencies noted. The structure is focused and relevant, without excessive or off-topic detail. The tone is formal and professional, suitable for an educational context.

Overall assessment

Verdict (FAIL, OPEN, PASS): PASS

Confidence (LOW, MEDIUM, HIGH): HIGH

Summary:
The narrative is fresh, original, and sourced from a reputable publication. The quotes are unique and the claims made are plausible and consistent with current discussions on AI in education. No significant issues were identified, leading to a high confidence in the assessment.