Planning and Preparation for Learning and Teaching in Primary and Special Schools

This report synthesises academic and grey literature to examine the integration of artificial intelligence (AI) in primary school curriculum development, lesson preparation, and planning. Designed to inform both policy and practice, it addresses the key challenges, capabilities, and ethical considerations surrounding AI adoption in primary, bilingual, and special education contexts.

While AI tools demonstrate significant potential to reduce teacher workload, save lesson planning time, and enhance student engagement through features like gamification, they are not a substitute for professional pedagogical expertise. The report highlights that teacher agency, professional development, and ethical literacy remain the foundation of effective adoption. However, translating high-level guidelines into classroom practice remains challenging due to generic guidance, uneven resourcing, and limited teacher professional learning opportunities.

In the Irish context, critical gaps persist. Specialised AI resources designed specifically for primary education are scarce, and support for the Irish language is virtually non-existent. To address these challenges, the report outlines five core recommendations:

• Adapt Frameworks locally:
  Tailor AI implementation to align with specific primary school contexts, local curriculum goals, and diverse student needs.
• Expand Tool Investment:
  Increase support for administrative and analytical tools, while actively incorporating Irish language functionality to preserve cultural heritage.
• Ensure Pedagogical Integrity:
  Use targeted curriculum models (e.g., NextGen, ReKnow AI, TAG) alongside AI tools to maintain educational coherence.
• Evaluate Ethics Before Adoption:
  Systematically assess tools for safety, bias, and equity using established evaluation frameworks (such as IACMA, CEAT, and Banks’ DEI model).
• Prioritise Professional Development:
  Build teacher capacity, leadership, and ethical competencies so educators can harness AI responsibly while safeguarding against unintended harm

This research was funded by the National Council for Curriculum and Assessment (NCCA).