Lucy Caton

In developing this special collection, it has become clear that strategically integrating Generative AI into classroom practice accompanied by focused, robust professional development, is essential. These findings align with insights from The Shape of the Future report, which underscores the importance of educators becoming 'AI ready' by developing a deeper understanding of the distinctions between human intelligence and AI (Luckin, 2024). Equally important is incorporating the perspective and experiences of key stakeholders, including students and teachers, who will provide a balance in shaping and guiding these initiatives for outcomes that are both equitable and impactful. The integration of new professional development initiatives emphasise a move that upholds sound pedagogical principles and reinforces the capacity of educators as active agents of change in their choice to leverage Generative AI. This redistribution of agency is reinforced by Sharples (2023), who asserts that Generative AI should function within clear ethical boundaries, respecting human agency and the essential role of educators. Key aspects include empowering users with control over their data, ensuring transparency, and maintaining trust within educational settings. This approach promotes a balanced dynamic where educators retain autonomy in shaping AI-driven learning experiences, allowing AI to enhance rather than diminish their role.