It’s 2035, and the “Boundless Classrooms” have completely transformed education in Scotland. The integration of AI into every aspect of learning has created dynamic, technology-driven spaces that cater to the unique needs of each student. Traditional classrooms are no longer the central focus; instead, education extends beyond physical boundaries, ensuring equal access to world-class learning for all students, whether they live in urban centres or remote rural areas.
Pupils start their day with personalised AI assistants that guide their learning journey. These AI-driven systems are highly adaptive, continuously tailoring educational content to each student’s learning style and pace. For instance, a student might begin the day by virtually exploring the pyramids of Egypt through an immersive VR experience, learning geometry in a way that feels as real as being there. “It’s amazing how Atlas [the AI tutor] knows exactly what I need to work on. It feels like having a personal teacher who understands me better than anyone else,” said one student.
The boundaries of these classrooms extend far beyond Scotland. Through advanced communication technologies, students collaborate with peers worldwide, working on projects that connect them with different cultures and perspectives. This global engagement is not just about learning facts; it’s about understanding the world in a broader, more interconnected way. A pupil involved in a joint project with a school in Japan commented, “It’s incredible to work with students on the other side of the world. We learn so much from each other, and it feels like they’re right here with us.”
Role of Teachers: In 2035, teachers have evolved to focus more on being mentors, facilitators, and ethical guides. They use AI to handle routine tasks like marking, which allows them to focus on providing personalised guidance and support. However, their role remains crucial in areas where technology falls short. “AI is great, but it doesn’t replace the need for a human connection. My teacher helps me see things in ways the AI can’t, it’s the emotional element” remarked one pupil.
Teachers are essential in guiding students through critical thinking exercises, creative projects, and ethical considerations surrounding the use of technology. The ethical use of AI is a cornerstone of Scottish educational philosophy. As one headteacher explained, “AI is as ethical as its developer. All AI technology we buy for this school is developed with classroom staff and our partner tech companies, and the views of pupils and parents will always be taken into account.”
The Curriculum for Excellence, with its commitment to broad education built on quality experiences and outcomes, has truly become the innovative curricular approach it set out to be years ago. Subjects no longer dominate; instead, experiences and skills drive learning, making education meaningful and relevant to individuals. Skills for learning, life, and work are embedded, and AI is embraced to support learners into work through the SCQF; matching the development of skills and experiences directly to jobs and post school learning.
Of course, AI has been a part of primary education for years, providing confidence and boosting learning through interactive games. Across the school curriculum, AI promotes curiosity, creativity, sense-making, and critical thinking. “AI has been with us since day one, and it’s helped me understand things in ways that make sense to me,” said one S6 pupil reflecting on their learning journey. As part of the curriculum, pupils in the Broad General Education phase are taught about the ethics of AI, how to use it safely, and how it can support their learning journey throughout school and beyond.
Assessment methods have evolved, with traditional exams largely replaced by continuous and online assessments. AI systems prevent plagiarism and ensure integrity through algorithms, visual-recognition software, and each learner’s unique digital fingerprint. In some exams, AI assists in developing ideas and structuring content, while in others, AI use is restricted. “Using AI to solve real-world problems in exams, like tackling climate change, shows us how our learning can make a difference,” said one S3 pupil.
The role of teachers in 2035 focuses on facilitating personalised learning experiences rather than delivering content directly. Teachers curate learning opportunities, monitor student progress, and intervene when necessary, but much of the direct instruction is managed by sophisticated AI systems. This shift has been supported by educational reforms that blended traditional bodies like Education Scotland and the SQA into a single “Learning Scotland” centre, ensuring policies and resources are cutting-edge and aligned with global education trends.
The General Teaching Council for Scotland (GTCS) ensures that professional standards are maintained, and ethics are central to this approach. Local authorities provide high-quality continuing professional development (CPD) and work closely with tertiary education institutions to create learning and leadership hubs for teachers. “We’re now truly liberated to do what we do best—teach and support learning,” said a teacher reflecting on the changes.
As part of initial teacher education, AI is a core component of the training that new teachers receive. It is integrated into all education degrees and postgraduate courses, ensuring that newly qualified teachers are fluent in its use in education. “We’re trained to use AI not just as a tool, but as a partner in education,” said a newly qualified teacher.
The ethical framework for AI in education, published in 2027, ensures that AI and technology are used to enhance education without compromising privacy or equity. Co-developed with children and young people, the framework centres around the UN Rights of the Child. It includes principles like transparency in AI decision-making, safeguards against bias, and ensuring equal access to quality education for all students. The use of AI has also helped to reduce the poverty-related attainment gap through increased resources and flexible learning experiences.
Most students feel happy and comfortable in these Boundless Classrooms, with many appreciating the personalised and immersive nature of their learning environments. “I love that if I don’t get something, my AI assistant will find a way to explain it that suits me. It’s known me since day one in S1,” one student shared. However, some express concerns about potential downsides. “Sometimes I miss talking to a real person more often. I worry that I might become too dependent on AI and lose some of my social skills,” said one student. Another added, “Wearing a VR headset or staring at screens all day can be tiring. Sometimes I just want to interact with my teachers more directly—to chat with them and get their help.”