Artificial intelligence (AI) has rapidly become a major influence in our world, integrating itself into various fields, including education. As schools navigate this new terrain, Kingswood Oxford is proactively addressing the potential and challenges that AI presents. Through conversations with KO administrators, it is clear that AI is seen as both a powerful tool and a challenge that demands thoughtful integration into the academic experience.
Head of the Upper School Lisa Loeb described AI’s emergence as revolutionary, comparing it to the Industrial Revolution. With only 18 months of mainstream presence, AI is still in its early stages regarding education, and KO is taking deliberate steps to understand its implications. “We are only starting to understand its potential as a tool and as a strategy,” Mrs. Loeb said. However, she expressed concern that AI could hinder students’ ability to think critically and independently. “It is incumbent on us as educators to adapt the work we do with students to make sure that students continue to learn how to think,” she emphasized.
In response to AI’s growing presence, KO has established the Gen AI Working Group, led by English teacher Rachel Heffner-Burns. This committee, composed of faculty from both the Middle School and the Upper School, has been actively researching AI’s role in education since October. Their goal is to equip teachers with strategies to effectively incorporate AI into their teaching while maintaining academic integrity.
Mrs. Loeb acknowledges that faculty members have full-time responsibilities, making it difficult to experiment with new tools. This is why KO is prioritizing research and collaboration to develop a well-informed policy. Rather than banning AI, the school seeks to guide its use responsibly. “We can’t just be in the business of saying, ‘We don’t understand this; therefore, you don’t get to use it,’” she asserted. Instead, KO aims to harness AI’s benefits while ensuring it does not replace essential cognitive skills.
One of the biggest concerns surrounding AI in education is the potential for students to become overly reliant on it. “We want to ensure that students have access to it, but are not necessarily using it in a way that’s jeopardizing their ability to actually engage with the material and critically think on their own,” Dean of Students Kata Baker explained. Teachers now have tools to track how assignments are created, identifying instances where large sections of text are pasted into documents. While this does not necessarily indicate misconduct, it prompts further inquiry into students’ learning processes.
To mitigate AI overreliance, KO is shifting toward skill-based assessments that emphasize critical and creative thinking. “AI can’t cut a piece of wood with a saw,” Mrs. Loeb said, referring to the importance of hands-on learning. This philosophy underscores KO’s approach: AI should enhance education, not replace fundamental learning experiences.
Despite concerns, AI presents significant opportunities for both students and educators. Mrs. Loeb envisions AI assisting students with organization, such as generating structured outlines from class notes or creating practice tests for studying. These “healthy shortcuts” can optimize learning efficiency without compromising cognitive engagement. “AI can help sharpen our skills and understanding of content, but not do the thinking for us,” she clarified.
Looking ahead, KO is committed to maintaining an ongoing dialogue about AI’s role in education. The Gen AI Working Group will continue to evolve, and Mrs. Loeb has expressed interest in incorporating student voices into these discussions. “You are the users we are having these discussions about, so if we’re not talking to you, we might not know what you already know,” she explained. This initiative aims to foster a collaborative approach where students contribute to shaping AI policies at KO.
Ultimately, preparing for an AI-driven world requires a balanced approach. Mrs. Loeb advises students to be mindful of their AI usage, ensuring they do not become overly dependent on it. “Just like I chose to walk to the gym instead of driving, students should constantly evaluate whether AI is helping them or making them overly reliant,” she says. Additionally, she emphasizes the importance of critical thinking, urging students to verify AI-generated content for accuracy. Mrs. Baker agreed, expanding on how AI can be used positively. “Ideally, that technology would be something that would get you over a hump and allow you to get where you need to go and teach you about how to learn the material, rather than being something that you always have to go to for every single assignment,” she said.
As KO navigates the evolving landscape of AI in education, the school is taking proactive steps to integrate it responsibly. Through faculty research, ongoing discussion, and student involvement, KO is setting the foundation for a future where AI serves as an asset instead of a crutch. The journey is just beginning, but with thoughtful leadership and collaboration, KO is paving the way for an AI-integrated educational experience that enhances, rather than diminishes, student learning.
