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Application of AI Framework for School and Sector Leaders
Originally a collaborative project with Big Education UK, and endorsed by Rose Luckin, CEO of Educate Ventures Research. The Application of AI Framework was carefully created to support sector and school leaders in their application of artificial intelligence.
The Application of AI Framework's 'Wheel' structure, becomes more than a visual. It reflects the direction of travel across these frameworks toward socio-technical, whole-school thinking. NIST’s AI Risk Management Framework(2023) is explicit that AI risks and impacts arise from systems in context - “AI systems are sociotechnical in nature” - which implies that principles must cover not only classroom practice, but governance, leadership decision-making, and organisational processes. The 'Wheel' operationalises this by (i) keeping core domains of schooling visible (teaching, learning, inclusion, leadership, organisation, governance, ethics, and the human capabilities that education exists to develop), and (ii) grouping these domains under three pragmatic imperatives schools must balance in practice: maximising impact, instilling intelligence, and mitigating risks.
Compared with many international frameworks that foreground either learner competencies (AI literacy) or educator capability or governance, the Wheel’s value proposition is that it keeps all three in view simultaneously, supporting agile entry points while protecting coherence (progress in one area does not create hidden risks elsewhere). That combination is what makes the "Wheel" particularly suitable for a fast-moving domain where guidance, tools, and norms will continue to evolve.
Discover how you can implement the Application of AI Framework within your institution to establish or enhance effective use of AI. Complete the contact form below.
A study into Assessment and Evaluation in Higher Education (Gonsalves, 2025) found that 74% of students failed to declare AI use. But, when instructors explained their own AI use and boundaries, students were more likely to disclose AI use (Petricini et al., 2025). Supporting Petricini, Ramos (2025) found that “disclosure increased metacognitive reflection and ethical reasoning”. Gil-Marin & Troeger (2025) via the Experimental Economics Study demonstrated that students often hide AI use because they believe others (including teachers) disapprove.
The Application of AI Framework (Batten, 2026) states that transparent use of AI requires “clear communication and explainability with all stakeholders when, for what and how AI was used.” Understanding and using the GLASS Model and its icons will create an institutional culture of openness and honesty benefitting academic integrity and accountability for effective use of AI.
The GLASS Model (for staff and students):
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Complete your task (with or without the use of AI); be it a parent letter, a presentation, research paper, data analysis, etc.
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Determine the category of task; to Generate, for Logic, to Adapt, for Synthesis, or to Seek
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Acknowledge how AI was used within the task
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Add the suggested GLASS icon to your output/product (letter, presentation, research, analysis, etc.)
Paraphrasing Matt Shumer's recent 'Something Big Is Happening' post, we know that those using AI effectively are disproportionately advantaged, yet generally, education (systems, schools, the sector, especially academic assessment) are not presenting opportunities for use of AI, nor are they preparing students for a world where AI looks to be the foundation for innovation and impact.
Ahead of any long-awaited curricula or assessment reform, and because staff and students are already using AI, establishing a culture of transparency, honesty and openness of when, for what and how AI was used is essential for academic integrity and accountability.
If you would like to access and/or trial The GLASS Model, complete the short form: https://forms.gle/ookGNqgXkUtQ74K4A
The GLASS Model:
Instil Transparent Use of AI
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