Co-Designing AI Guidance with Learners

This project explores a co-designed approach to AI literacy with SCQF level 2 students based in Supported Education at UHI Inverness. (Pierre et al 2024) and (Zhao et al 2025), recommends, including students from this demographic to contribute to AI policies. Initial sessions used multimodal activities questioning the student’s preferences, on written instructions, images, short videos, and peer support. Its focus was on how learners best understand and retain instructions. This was to gauge preferences and accessibility. Feedback revealed that students benefited most from a blend of clear written steps or instructions, simple visuals and support from trusted persons. Lessons then addressed key AI literacies, including privacy, bias, hallucinations and sustainability, using relatable analogies and interactive games. Building on this, students contributed to the creation of a simplified AI guidance document including creating the supporting images to statements, with the process aligned to Skills Development Scotland’s, Meta-skills framework (Skill Development Scotland, n.d)

This poster outlines a project focused on making Generative AI guidance more accessible and inclusive through learner co-design. Working with SCQF Level 2 students, alongside feedback from HN and Degree learners, the project explored how institutional AI policy and guidance could be simplified and made more meaningful. Through structured sessions on AI literacy (including privacy, bias and responsible use), students helped shape clearer, multimodal guidance aligned to meta-skills such as critical thinking and ethical decision-making. The work highlights the importance of student voice in developing practical, inclusive approaches to AI use in education.