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Abstract
Abstract Free access to powerful generative Artificial Intelligence (AI) in schools has left educators and system leaders grappling with how to responsibly respond to the consequent challenges and opportunities that this new technology poses. This paper examines the priorities and challenges that senior Australian educational leaders identify with relation to responsible and ethical use of generative AI in school education, and the reasons for their beliefs. Members of the Australian generative Artificial Intelligence in Education working group as well as other senior policymakers throughout Australia participated in a two-phase data collection process involving survey responses and focus group discussions. Ranking activities revealed a large number of priorities and systemic challenges, with no unilateral consensuses emerging. The highest priorities for senior policymakers related to managing risks, educating teachers, and educating system leaders, while the main systemic and environmental challenges related to the pace of change, teacher capabilities and professional learning, and equitable access to the technology. Throughout the analysis, meta themes emerged that characterised the policy-setting environment as one involving urgency, uncertainty, interconnectedness, contextuality, and complexity, with the pivotal role of teachers highlighted throughout. Reflections on responsible and ethical policy-setting in response to rapid technological change are provided, including with relation to anticipatory and networked governance and the inter-relationship with the broader policy context. Recommendations for further research and practice are also proposed.
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