AICE.scot aims to support the work of both governmental and non-governmental bodies by providing access to an independent professional forum where educators can explore and reflect on the impact of AI in education without organisational boundaries.
Whilst government sets national strategy and policy direction, AICE.scot can create the conditions for authentic dialogue across sectors, ensuring that the voices of practitioners and learners inform decision-making.
By surfacing grassroots innovation, sharing evidence of what works, and highlighting both opportunities and risks, AICE.scot contributes insights that can strengthen policy development and help Scotland remain a leader in ethical, learner-centred use of AI in education.
The Digital Education and AI Hub is based at the University of Edinburgh in the Moray House School of Education and Sport. It aims to support a thriving professional learning community for Scottish teachers interested in developing research-informed practice in digital, data, and AI literacy. AICE.scot supports this valuable work by sharing the work of the Hub and connecting members to projects being run as part of the Hub’s valuable work.
AICE works alongside initiatives such as Data Education for Schools at the University of Edinburgh to help connect teachers and school leaders with leading researchers and experts in data literacy and data citizenship. By creating opportunities for practitioners to engage with emerging research, practical tools and professional dialogue, we aim to support Scottish schools in developing the confidence and understanding needed to use data and AI responsibly to improve learning.
TRAILS.scot is a space where educators can explore, discuss and develop their understanding of AI in education. Through interaction with members and practitioners, TRAILS.scot helps support ongoing research into what effective AI literacy looks like in schools, ensuring that emerging ideas are continually refined through real-world educational practice. AICE.scot aims to work to enhance the valuable work done by Professor Judy Robertson and her team at The University of Edinburgh.