Australian Framework for Generative AI in Schools: A Summary

Practical guidance for teacher on using generative AI in schools: AI literacy, equity, privacy, and ethical classroom use.

This summary brings together the Australian Framework for Generative AI in Schools (2023) and the outcomes of the 2024 Review, endorsed by Education Ministers in June 2025. It is designed for classroom teachers and school leaders who need a clear, practical view of what the Framework means in daily practice.

What the Australian Framework for Generative AI in Schools Covers (and What It Doesn’t)

The Framework sets out how Australian schools can use generative AI – tools that create text, images, audio or video – safely and responsibly. It focuses on ethical and effective use to support teaching and learning.

It does not cover all types of AI (for example, predictive analytics). Its audience includes teachers, leaders, support staff, policy makers, students, and parents/carers.

The Framework is guided by three goals:

1. Better education outcomes
2. Ethical practice
3. Equity and inclusion

And it rests on six core principles: 

1. Teaching & Learning
2. Human & Social Wellbeing
3. Transparency
4. Fairness
5. Accountability
6. Privacy, Security & Safety

Key Updates from the 2024 Review

Education Ministers have committed to an annual review cycle. The 2024 Review, led by the National AI in Schools Taskforce with input from all jurisdictions and school sectors, confirmed that:

• The Framework is fit for purpose and forward-looking, anticipating risks such as the spread of AI deepfakes.
• Implementation commenced in Term 1, 2024, and will continue as a national priority into 2025.

National Work Program (2024–25): Priorities for AI in Australian Schools

To bring the Australian Framework for Generative AI in Schools to life, Education Ministers endorsed a National Work Program for 2024–25. This program coordinates efforts across states, territories, and school sectors to ensure AI is introduced in classrooms ethically, safely, and with clear benefits for teachers and students.

The program is built around six priority areas:

1. Teacher Workload – ensuring AI tools reduce administrative tasks rather than add to them, so teachers have more time for student engagement.
2. Data Security & Privacy – protecting student and teacher data under Australian privacy laws, and building trust in how AI systems handle sensitive information.
3. Equity – making sure AI enhances inclusion for students with disability, those in rural or remote areas, and students from diverse cultural backgrounds.
4. Market Power – monitoring the influence of large edtech providers to ensure fairness, transparency, and ethical business practices.
5. Research – funding studies to understand the real impact of generative AI in schools, especially for disadvantaged and historically underrepresented cohorts.
6. Copyright – clarifying how AI-generated content fits within Australian copyright law and ensuring teachers and students remain compliant.

Two national working groups are coordinating activity across these areas. Their work includes developing curriculum connections to the Australian Curriculum v9.0, creating optional classroom elaborations for teaching AI literacy, and establishing National Product Expectations – consistent standards that edtech providers must meet before AI tools are introduced into schools.

Six Core Principles of the Framework

The Framework translates into 25 guiding statements across its six principles. For teachers, this means:

Teaching & Learning

• Use AI to support, not replace, teacher expertise.
• Build AI literacy by teaching students how generative AI works and where it falls short.
• Promote critical thinking and creativity, rather than letting AI limit human learning.
• Be clear about AI rules in assessment – what is allowed, what isn’t, and how attribution should be handled.

Human & Social Wellbeing

• Classroom use of AI must not compromise wellbeing or safety.
• AI should expand perspectives and counter bias, not reinforce it.
• Human dignity and rights must always be respected.

Transparency

• Be open with staff, students, and families about how AI is being used.
• Disclose when AI influences decisions or processes that affect the school community.
• Preference tools that explain how they work and where bias may appear.

Fairness

• Use AI to increase accessibility and inclusion, especially for students with disability, those from diverse cultural backgrounds, and those in rural and remote contexts.
• Respect Indigenous Cultural and Intellectual Property (ICIP) in all AI-mediated content.

Accountability

• Teachers and leaders remain responsible for decisions made with AI support.
• Tools should be tested, monitored, and open to challenge if concerns arise.

Privacy, Security & Safety

• Respect legal privacy and data protections – collect only what is necessary and avoid selling or misusing student data.
• Be clear about what data is collected and shared, and gain consent where required.
• Strengthen cyber security and maintain copyright compliance.

Opportunities and Risks of Using AI in Education

Opportunities

AI can support teaching and learning, reduce administrative load, and create richer learning resources.

Risks

AI can generate errors or biased outputs, create privacy and security concerns, and threaten assessment integrity. The 2024 Review also highlights the rise of deepfakes as an emerging risk.

Curriculum and Product Developments to Watch

• Curriculum connections: AI links across the Australian Curriculum v9.0 for whole-school planning
• Content elaborations: Optional AI elaborations to integrate into classroom learning
• Research scoping: Work underway to examine AI’s impact on disadvantaged cohorts
• National Product Expectations: Consistent standards for edtech providers

Quick Teacher Checklist for Ethical AI Use

1. State AI rules clearly on all tasks (permitted use, prohibited use, attribution).
2. Teach how AI works and its limits (bias, reliability, appropriate use).
3. Keep teacher expertise central – use AI to lift learning, not replace teaching.
4. Be transparent with students and families about AI use.
5. Prioritise inclusion – accessibility, equity, cultural respect.
6. Stay accountable – test tools, monitor impacts, and allow for challenge.
7. Protect privacy and security – minimise data entry, gain consent, maintain cyber safety.

How the Framework Aligns with Australian and Global Standards

The Framework aligns with the Australian AI Ethics Framework, the Alice Springs (Mparntwe) Education Declaration, UN Sustainable Development Goal 4, and initiatives such as Safer Technologies for Schools (ST4S). It should also be read alongside the Australian Professional Standards for Teachers (APST), Privacy Act 1988, Copyright Act 1968, and eSafety Commissioner guidelines.

The Bottom Line for Teachers

The 2024 Review confirms the Framework as a strong, forward-looking guide. For teachers, the message is clear:

• Keep your judgement central.
• Be explicit about AI use in learning and assessment.
• Teach AI literacy as part of building student capability.
• Design with equity and inclusion in mind.
• Stay transparent and protect privacy and security.

With national resources expanding – from curriculum supports to product standards – teachers will have clearer, safer pathways for using AI in ways that benefit learning while upholding professional and ethical standards.

At Safe House Schools, we support educators in using AI responsibly – easing the workload of differentiation and empowering teachers to embed neuro-inclusive lesson planning and universal design into everyday practice.

Frequently Asked Questions about the Australian Framework for Generative AI in Schools

1. What is the Australian Framework for Generative AI in Schools?

The Framework is a national guide released in 2023 to help schools use generative AI ethically, safely, and effectively. It provides principles and guiding statements for teachers, leaders, policymakers, parents, and students. The aim is to improve learning outcomes, safeguard wellbeing, and ensure equity across all school communities.

2. Why was the Framework created?

Education Ministers recognised the rapid rise of generative AI and its impact on teaching, learning, and assessment. The Framework was designed to:

• Support better education outcomes
• Promote ethical practices
• Ensure equity and inclusion in AI use

3. What are the six principles of the Framework?

The Framework is built on six core principles:

1. Teaching & Learning – AI should enhance teacher expertise, build student AI literacy, and support creativity and critical thinking.
2. Human & Social Wellbeing – AI use must not harm safety or dignity and should broaden perspectives.
3. Transparency – School communities should know how and when AI is used.
4. Fairness – AI must promote accessibility, inclusivity, and respect for Indigenous Cultural and Intellectual Property (ICIP).
5. Accountability – Teachers and leaders remain responsible for decisions supported by AI.
6. Privacy, Security & Safety – Student data must be protected with strong privacy and cyber safety measures.

4. How often is the Framework reviewed?

The Framework will be reviewed annually to keep up with the fast pace of AI developments. The first review, completed in 2024, confirmed that the Framework is fit for purpose and successfully anticipates emerging risks, such as the rise of AI deepfakes.

5. What did the 2024 Review highlight for schools and teachers?

The 2024 Review found that:

• The Framework remains relevant and forward-looking.
• National work is underway to reduce teacher workload, improve data security, and promote equity.
• AI deepfakes and misinformation are emerging risks that schools must be prepared to manage.
• Teachers should continue to keep their expertise central, teach AI literacy, and protect assessment integrity.

6. What is the National Work Program (2024–25)?

The National Work Program puts the Framework into practice. Two national working groups oversee six focus areas:

• Teacher workload
• Data security and privacy
• Equity
• Market power of edtech providers
• Research (including impacts on disadvantaged students)
• Copyright

Practical initiatives include curriculum connections to the Australian Curriculum v9.0, optional AI elaborations for classrooms, and the development of National Product Expectations for AI tools.

7. What opportunities does AI bring to schools?

When used responsibly, generative AI can:

• Reduce teacher workload (e.g. planning and administration)
• Support differentiated learning and inclusion
• Provide richer multimedia resources
• Build student AI literacy and critical thinking

8. What are the risks of AI in education?

The Framework warns of risks such as:

• Errors or biased outputs
• Privacy and data misuse
• Threats to assessment integrity
• Exacerbation of inequities if not carefully implemented
• The rise of AI-generated deepfakes and misinformation

9. How can schools ensure AI is used fairly?

Fairness means ensuring AI is accessible for all students, especially those in rural and remote schools, students with disability, and students from diverse cultural backgrounds. Schools must also respect ICIP rights and actively prevent discrimination.

10. What does accountability look like in practice?

Even when AI is involved, teachers and leaders remain accountable for decisions. Schools must test and monitor AI tools, and communities must have the right to challenge or question how AI is being used.

11. How should schools protect student data when using AI?

The Framework emphasises:

• Collecting only the data that is necessary
• Being transparent with parents and carers about data use
• Prohibiting the sale of student data
• Following Australian privacy law and applying strong cyber-security protections

12. How does the Framework align with broader standards?

The Framework complements:

• Australia’s AI Ethics Framework
• The Alice Springs (Mparntwe) Education Declaration
• UN Sustainable Development Goal 4 on inclusive and equitable education
• The Safer Technologies for Schools (ST4S) initiative
• The Australian Professional Standards for Teachers (APST)