Pedagogy
Pedagogy provisions keep the teacher at the centre. They establish that AI outputs are reviewed by a teacher before use, that adaptive tools complement rather than displace teacher judgement, and that face-to-face interaction is protected for the youngest learners.
Caribbean context
The most common failure mode of AI in education is using it as a substitute for instruction rather than as a support for instructional decisions.
4 provisions in this domain
A Caribbean scenario
A primary teacher uses an endorsed tool to generate first-pass feedback on student writing. She reviews and revises every output before returning it, freeing time to confer individually with three students per day.
Responsibility matrix
- •Publish pedagogical guidance for AI-supported instruction
- •Curate exemplar lesson designs
Preconditions for implementation
Where to start
- 01Publish pedagogical guidance for AI-supported instruction by grade band
- 02Provide teacher-facing prompts and lesson templates that model critical use
- 03Establish school-level acceptable-use policies
What progress looks like
- Teachers report that AI tools reduce planning burden without reducing instructional quality
- Lesson observations show teacher-led interpretation of AI outputs
- Student-teacher interaction time is preserved or increased
Likely risks and practical responses
MitigationCap unsupervised platform use. Pair every platform deployment with a teacher facilitation guide.
What this domain looks like in the roadmap
- RI-C01NowEstablish guidance for responsible digital and AI-supported teachingDevelop practical guidance for using digital and AI tools in lesson planning, resource development, differentiation, feedback and classroom support.
- RI-C02NowEstablish human oversight requirements for AI-supported teachingRequire teachers to review and remain accountable for AI-generated content, feedback, recommendations and other outputs used in teaching or student support.
- RI-C03NextDevelop inclusive digital pedagogy guidanceEstablish approaches for using digital and AI-supported teaching to improve access and participation for learners with disabilities, remote learners, multilingual learners and learners needing extra support.
- RI-C04NextScale differentiated and AI-assisted teaching practiceSupport schools to use approved tools, learner data and teacher judgement to adapt instruction, pacing, practice, feedback and intervention.
- RI-C05NextEstablish pedagogical innovation pilot schoolsSupport selected schools to test and share effective models of digital and AI-supported teaching under structured monitoring and implementation support.
- RI-C06NowEstablish guidance on learner independence, reasoning and creativityProvide guidance that ensures digital and AI use strengthens writing, reasoning, creativity, inquiry and independent problem-solving rather than replacing them.
- RI-C07LaterEvaluate long-term pedagogical effects of AI useExamine the effects of sustained AI use on learner independence, reasoning, creativity, knowledge retention and teacher practice.
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