Scottish School Appoints First Dedicated AI Literacy Teacher to Help Pupils Navigate a World of Deepfakes and Chatbots

A secondary school in East Renfrewshire has become what is believed to be the first in the UK to appoint a dedicated teacher whose sole responsibility is preparing pupils for the age of artificial intelligence. Mearns Castle High School has created the post of principal teacher of AI literacy, a role designed to help both students and staff understand the rapidly evolving technology's potential benefits and serious risks.

The position has been filled by Jamie Laycock, who previously served as a principal teacher of biology at the school. His appointment signals a significant shift in how Scottish education is approaching a technology that has already woven itself into the daily lives of teenagers, whether through homework assistance, exam revision or coursework preparation.

While some young people have eagerly adopted AI tools, others have chosen to avoid them entirely. At Mearns Castle, staff concluded that ignoring the technology's presence was no longer a viable strategy. The guiding principle behind the new role, according to the school, is that educators cannot simply hope AI will disappear.

Rather than encouraging pupils to embrace AI uncritically, Laycock's mission centres on equipping them to question, challenge and use it responsibly. In one of his first lessons, students were presented with a mix of genuine and AI-generated images and asked to identify the fakes. The exercise proved far more difficult than many had anticipated, underscoring how quickly deepfake technology is advancing.

Laycock explained that distinguishing fabricated images is becoming harder by the day. However, spotting fake visuals represents only one element of the course. Pupils are also learning about "hallucinations" — instances where AI systems confidently present information they have simply invented. Laycock acknowledged that the term itself is imperfect but described the phenomenon accurately: the technology effectively makes things up.

He warned that young people without what he calls "foundational knowledge" may struggle to determine whether an AI-generated statement is a hallucination or a genuine fact. His approach involves teaching students to remain sceptical of any AI output and to independently verify information before accepting it as true.

A further concern addressed in the lessons is anthropomorphisation, the tendency for users to treat chatbots as trusted friends or authoritative experts simply because they communicate in a human-like manner. Laycock stressed that despite its conversational qualities, AI remains fundamentally a machine. For young people in particular, he said, maintaining that perspective consistently is genuinely challenging.

The teacher also highlighted the sycophantic tendencies of many AI systems, which frequently flatter users and agree with their ideas rather than offering constructive challenges. He cautioned that this behaviour creates real risks for young people who might accept answers without applying critical thought. The goal, he said, is to prevent students from becoming trapped by the technology or developing an unhealthy over-reliance on it.

Another subject on the curriculum is the issue of bias within AI systems, which can reflect certain norms and perspectives because of the data on which they are trained. Laycock explained that lessons will be adapted for different ages and stages, with younger pupils concentrating on foundational knowledge and critical thinking skills before progressing to practical applications of AI.

The school's stance is carefully neutral. Laycock emphasised that Mearns Castle is neither advocating for AI nor condemning it as inherently good or bad. Instead, the focus is on ensuring learners know how to use it appropriately and understand that they are interacting with a machine — one that should never undermine their own capacity to think and evaluate critically.

The creation of the role follows a report published earlier this year by Edinburgh University, which concluded that Scottish schools have lacked both the time and capacity to prepare adequately for AI's rapid rise. Many schools across the UK have teachers who take on AI responsibilities alongside their regular duties, but Mearns Castle's dedicated position is thought to be a first.

Under the new arrangements, all pupils in S1 and S2 will receive AI literacy lessons, while older year groups will cover the subject through citizenship and personal and social education classes. An elective course will also be offered to senior pupils, giving them the option to explore the topic in greater depth.

Beyond teaching students, Laycock will train colleagues in the use of AI and develop materials that other schools can adopt. The role was established after growing interest from parents and pupils, many of whom have questions about how AI will shape future career prospects. A number of S6 pupils have volunteered to collaborate with Laycock on developing the most effective ways to teach AI across the school.

The initiative reflects a broader recognition that AI literacy is becoming as essential as traditional digital skills. As tools powered by artificial intelligence become more sophisticated and pervasive, educators face mounting pressure to ensure young people can navigate them safely, ethically and with a healthy degree of scepticism.