In an era of rapidly evolving artificial intelligence tools, schools are navigating a delicate balance between innovation and integrity.
While generative AI can streamline tasks like feedback and reporting, it cannot replicate the complex judgement, responsiveness, and relational knowledge that defines great teaching.
Dr Nicole Brownlie is a lecturer in Educational Counselling and Human Development in the School of Education. As well as being a lecturer in teacher education, Dr Brownlie is also a PL facilitator and former school leader, bringing both research-informed and classroom-grounded perspectives.
Recently, Dr Brownlie worked with teachers and teacher educators to examine how AI can support – but must not override – professional expertise.
‘Teacher judgement is irreplaceable’
Dr Brownlie says teacher judgement brings together experience, relational knowledge, and professional insight—none of which can be replicated by a machine.
“While standardised data offers a snapshot, teachers understand the full learning journey: what barriers a student has faced, what growth they’ve achieved, and what they need next,” Dr Brownlie told The Educator.
“Judgement allows us to assess not just what was produced, but how it came to be. In reporting, this means more than grades—it means context, care, and clarity. As we embrace new tools, we must protect the irreplaceable human role in interpreting, supporting, and responding to student learning.”
As AI continues to become embedded in teaching and learning at schools in Australia and abroad, Dr Brownlie said this technology should complement – not copy – teacher thinking.
“AI should be used to support teachers, not substitute their expertise,” she said. “When applied responsibly, AI can ease the load by helping with repetitive tasks—drafting feedback, checking grammar, or flagging patterns.”
However, AI cannot know students, Dr Brownlie points out.
“It doesn’t see the quiet effort, emotional shifts, or teachable moments that shape real learning. The goal isn’t to automate judgement—it’s to create more space for it,” she said.
“AI can make processes more efficient, but teachers must remain the decision-makers. With the right balance, we can use AI to enhance—not dilute—the deeply human work at the heart of teaching.”
Leadership strategies to support responsible use of AI
Dr Brownlie said school leaders in particular play a vital role in guiding how AI is introduced and used.
“Responsible leadership means ensuring AI supports teacher judgement—not overrides it,” she said. “This starts with involving educators in choosing tools and allowing professional autonomy in how they’re applied.”
Dr Brownlie said time must be given for learning, collaboration, and reflection—not just rollout.
“Leaders should prioritise tools that reduce admin, not pedagogy, and stay alert to ethical concerns like privacy and equity,” she said.
“Most importantly, leadership should communicate one clear message: AI is here to help, not to replace. When trust is centred, good practice follows.”