AI guidelines for teachers

Introduction

The British Council report on Artificial intelligence (AI) and English language teaching found that teachers use AI-powered tools for many purposes, including creating materials, helping learners practise English and assessing progress. However, while AI is greatly impacting English language teaching, teachers reported mixed feelings about how AI affects learning. Many teachers felt they had not had enough training or support on integrating AI into their work effectively and safely. 

These AI guidelines for teachers, now with checklists, are part of a series of steps designed to address that gap. The British Council is committed to supporting teachers with the skills, tools and resources they need for managing their classrooms and keeping up to date with key developments. These AI guidelines offer principles to help teachers make responsible choices when using AI in teaching or for continuing professional development. While primarily designed for English language teachers, these guidelines may also be useful for other subject teachers in English-medium education. We hope the guidelines are a valuable resource for teachers, empowering them to take an informed, ethical and context-specific approach to integrating AI into their teaching.

Download the AI guidelines for teachers

AI principles

These six principles should be respected when we use AI.

• Human first
• Privacy and data rights
• Ethics and bias
• Safety
• Transparency
• Accountability and responsibility

Human first

A human-centred approach focuses on the needs and well-being of everyone. It makes sure that digital tools improve learning while keeping safety, privacy, ethics and human control in mind.
 

1. Check if the outputs of AI tools are accurate, inclusive and appropriate. Where possible, help others, like leaders, guardians and learners, understand how to check AI results too.
2. Make decisions based on your specific context, because AI systems might have limited information about certain places and cultures.
3. Discuss and share your questions, learning and experiences with colleagues to improve understanding and knowledge of AI-powered tools. Check this professional development pathway on AI in language teaching for resources that help teachers develop AI literacy.
4. Where AI is used in assessment, marking and feedback, ensure that this is combined with ethical human oversight and transparency. Download a checklist on using AI for assessment, marking and feedback.

Privacy and data rights

You must protect learners’ and your own personal or sensitive data. There is a risk of your inputs being used to train AI tools, and of misuse of your data or fraud. You must also be mindful not to break copyright rules. 
 

1. Always remove all personal information like names, email addresses, phone numbers, addresses, student IDs, workplaces and photos. Make sure no one (learners, teachers, parents/guardians) can be identified.
2. Check the platform copyright statement and terms of use. If using AI-generated content, check if it is authentic, who owns it and if you have the right to share it.
3. When choosing an AI tool, think about how it uses and stores data. Where possible, find the setting that means the AI tool will not use your data for training. Download a checklist on AI safety.

Ethics and bias

Remember that AI tools can produce unreliable, biased or unsuitable content. Make sure you do not use material that is incorrect, harmful or offensive, or that discriminates against any social groups. 
 

1. Check AI content for fairness. Look at the AI-generated content to see if it shows equal respect to all individuals and communities. Make sure it does not show any bias, stereotypes or discrimination. If you notice any unfairness, try to address it or avoid using that content.
2. Always tell learners how you will use the AI tool and get their permission. Whether marking homework, summarising learners’ opinions or asking others to use an AI tool (like a chatbot), explain that they are not talking to a human, share the risks and provide guidance for protecting their personal information.
3. Think about the climate impact of using AI. Try to reduce the number of prompts and searches. As a rule of thumb, an AI query typically uses around five to ten times the energy of a standard web search. Check whether the AI tool is made by a company that is working to reduce environmental impacts. Download a checklist on reducing the environmental impact of AI.
4. Consider accessibility for learners with disabilities or additional needs. Check whether the interaction modes are suitable for your learners, consider the target age group and check if it works with any assistive technologies your learners use. 

Safety

Using AI-powered tools responsibly and safely prevents exposure to inappropriate content and protects your and your learners’ data, rights and well-being.
 

1. Follow your workplace’s rules for cybersecurity and safeguarding. This is very important for everyone’s security and well-being.
2. Model safe and good practice if using an AI tool in class or on social media so that others learn from you.
3. Make sure everyone knows how to report safeguarding concerns, including issues that happen in interactions with an AI system. 

Transparency

Be open and honest when you use AI to help you. Remember, the outputs from generative AI are based on user prompts. If prompts are incorrect or non-inclusive, it can result in content that harms or misrepresents people.
 

1. Make it clear when you use AI to help with work. Mention the AI tool used and the specific version or model in a reference. Purdue University’s Online Writing Lab provides an overview of how to cite AI-generated content. For example:
   • for a lesson plan outline: Lesson plan outline started by Copilot for John Smith (31 October 2024)
   • for translating a phrase: Translation from English to Spanish by ChatGPT (31 October 2024)
   • for AI-generated material: Shutterstock AI (2023). Photo of robot teacher [Digital art]. Available at: https://www.shutterstock.com/image-generated/photo-robot-teacher-28705 (Accessed 31 March 2024).
2. Include the prompt you used in your reference. The prompt is the text or question you give to the AI tool when asking it to do something.
3. Ask the AI tool for the steps it took to create the output.
4. Ask learners to state when they use AI-powered tools in their homework or assignments. Include this in a class contract and instructions.

Accountability and responsibility

We are all answerable for when, why and how we use Al. By using AI-powered tools in a responsible way, we maintain our learners’ trust in us.
 

1. Follow these guidelines and school policies. We need to respect safety, privacy and fairness and be clear about how we use AI.
2. Involve guardians and learners in making decisions about using and monitoring AI-powered tools.
3. Make instructions and information available in different formats, such as posters or checklists, so that everyone can access them easily.

Download a checklist on using AI for assessment, marking and feedback or find it in the Appendix to the report.