Guidelines Encouraging Responsible Use of Artificial Intelligence in Schools

Ms Hany Soh asked the Minister for Education how does the Ministry intend to strike a balance between encouraging the responsible use of artificial intelligence (AI) by students in school work and ensuring that students' critical thinking skills are not affected by over-reliance on AI.

My response will also address the three Parliamentary Questions on the same topic scheduled for the Sitting on and after 25 September 2025. [Please refer to ​"Foundational Gen AI Literacy and Skills for All Students, Teachers and Educators", Official Report, 25 September 2025, Vol 96, Issue 5, Written Answers to Questions for Oral Answer not Answered by End of Question Time section.]

The Ministry of Education (MOE) has communicated broad guidelines on the use of artificial intelligence (AI) in education and assessment to all MOE schools and Institutes of Higher Learning (IHLs), which we expect schools and IHLs to adapt for their specific needs, and which we expect will evolve over time.

Broadly, the guidance given is that: first, educators will use AI in education, blended with other approaches, when it benefits student learning; second, guardrails must be in place to mitigate the potential misuse of AI and its negative impact on learning and development; and third, the use of AI should be grounded on pedagogical considerations and age-appropriateness, such as how the brain develops. For example, children need to maintain multiple senses to engage with real-world objects and may lack the ability to discern AI output or know that AI is not human. As such, at lower primary levels, concrete learning, such as through hands-on inquiry and outdoor experience, are prioritised. The guided use of AI by students is gradually introduced under teacher supervision around middle to upper primary levels.

We will continue to support students and educators at our schools and IHLs to make thoughtful use of AI. The MOE AI in Education Ethics Framework has been introduced in 2022 to guide the development and use of AI-enabled educational tools in schools. Resources have been provided to guide teachers in the use of AI. MOE and IHLs also closely monitor developments and best practices on the use of AI in education and update our guidance to educators.

The use of AI in assessment must align to learning outcomes and instil confidence that assessment outcomes reflect the intended mastery by students. This means that the use of AI is prohibited in situations that require students to demonstrate independent mastery of skills, concepts and understanding, such as in-class assignments, that requires students to independently apply what they had learnt, school-based assessment, like end-of-year examination, and national examinations that are proctored. Educators at our schools and IHLs may design homework and assessments that allow the use of AI with proper acknowledgment.

In such cases, educators should clearly specify when and how students may use AI tools in their coursework and assessments and explain these decisions to students. Students are taught the importance of academic integrity and taking responsibility for their own learning.

Each IHL has institutional policies governing the use of AI and its own internal disciplinary framework to address academic misconduct, including AI misuse. These policies and disciplinary frameworks are communicated clearly to staff and students.