Program Director Natasha Banks shares some of the key takeaways from our 2025 panel event at UNSW Kensington
What does it really mean to be AI literate? That was the driving question behind our recent panel discussion, hosted by Dr. Sebastian Sequoiah-Grayson, and featuring leading educators and experts shaping the future of AI in Australian classrooms. From foundational literacy to ethical use, trust, and workforce readiness, the session offered rich insights and practical advice—all grounded in the lived experiences of educators and students.
More Than Just Prompting
Professor Didar Zowghi, Senior Principal Research Scientist at CSIRO’s Data61, opened the discussion with a call to ensure our definition of AI literacy is not just understanding how to effectively use AI technology. “It’s not just about prompting a chatbot,” she said. “It’s about understanding the how and why—data collection, risks, and agency.” Sarina Wilson from NSW Department of Education added that “We need to help students and teachers know when to use AI, how to use output responsibly, and how to make intelligent choices.”
Katie Ford, Industry Executive for Higher Education at Microsoft, connected this idea into preparation for the workforce: “Employers want critical thinkers, not just prompt engineers. Students need metacognitive skills, evaluation of bias, and communication abilities. AI should enhance thinking, not replace it.”
Supporting the Teachers Who Support the Students
Time, as always, is a challenge for educators. But as Tamara Templeton, primary school teacher from Townsville shared, professional learning programs like Day of AI are making a difference: “I learned through Day of AI myself. Teachers need access to programs like this to build understanding.”
Programs like Day of AI Australia offer a great opportunity for teachers to learn alongside their students in a fun and engaging way. Ford noted “Teachers learning alongside students creates a powerful environment. It’s okay not to have all the answers, the goal is building a culture of learning.”
In NSW, that support includes practical tools like NSW EduChat, a safe generative AI platform used by teachers in government schools, and dedicated professional learning. Wilson highlighted the importance of safe experimentation: “It creates a space for teachers to explore AI without fear.”
Crucially, the panel agreed that teachers must be involved in the design of AI tools. “Inclusion and feedback are essential,” said Professor Zowghi.
Building Trust in AI
Trust was a recurring theme during the conversation. How do we help educators, parents and students trust AI in education?
“Transparency is key, especially for parents,” said Professor Zowghi, pointing to government efforts to adopt transparency statements. Ford added that clear conversations about student data are vital and that regular conversations with parents are needed to build trust.
Providing expert-led professional learning, together with reliable and quality resources such as a prompt library, are specific efforts shared by Templeton and Wilson they believe will help educators explore ethical, effective uses of AI in education.
Preparing for an Unknown Future
When it comes to the workforce, students need more than technical know-how. “The most valuable skills are human skills,” said Wilson. Communication, adaptability, and critical thinking. As Templeton put it, “Jobs of the future don’t exist yet.” Preparing for them means building foundational capabilities now.
Professor Zowghi offered a reminder not to over-rely on automation. “Human interaction must be preserved,” she said. Ford closed this portion of the conversation: “The pace of change is faster than ever. Students need to be prepared to manage AI-human interaction, not be overwhelmed by it.”
Critical Thinking Skills
All the panel members highlighted the importance of fostering critical thinking skills in students alongside AI skills and confidence. AI is becoming an increasingly prevalent way students learn, search, or make decisions—there are real risks associated with this.
Templeton expressed her concern that students may become too dependent on first responses, “that’s concerning for critical thinking development.”
“Using chatbots as search tools risks narrowing perspective,” warned Professor Zowghi.
The panel agreed that critical thinking, including questioning generated content and seeking diverse sources, is more essential than ever.
Real Stories, Real Impact
From AI-enhanced storytelling in Year 3 classrooms to students refining job applications and engaging in ethical debates, panellists shared inspiring examples of AI in action.
“AI provides a personal lens,” said Ford, “especially for neurodivergent and struggling learners.”
Then we heard from the students themselves.
Victor and Ethan, two students who were part of the winning Dolphin Tank team in 2024, offered reflections on how Day of AI had changed their thinking. “It opened my eyes to industry applications,” said Victor. “There’s so much more than chatbots.” Ethan added, “It deepened my understanding of bias and reliability in data. Early learning matters.”
Their advice to fellow students? Don’t wait. “AI will play a big role in the future,” said Victor. “Learning how it works now gives you an advantage.” Ethan agreed: “Just like the shift from libraries to search engines, the shift to AI will be huge.”
Thank You
Thank you to our incredible panellists, educators, and students for your insight, honesty and enthusiasm.
This important conversation was made possible by our event partners UNSW Sydney, Microsoft and CSIRO.
Thank you also to all our partners who make Day of AI Australia free for all Aussie schools, kids and teachers.
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