Please note: Gemini and Gemini Notebook are only available for a small number of local authorities as part of a pilot programme to evaluate how they could be used in the classroom with learners. The pilot will run from Aug 2025 – Jan 2026 and then we will update this page with the outcomes.
Appropriate Use: Generative AI
Be aware that these Generative AI tools contain functionality which allows the upload of pictures and files. It is the responsibility of the user not to upload content or enter prompts which may generate inappropriate or concerning text or imagery, or which contains any personal, sensitive or confidential information.
Please also refer to the Scottish Government’s AI Guidance for Schools when using any kind of AI tool within education.
What is Gemini Education in Glow?
Gemini Education is a generative AI tool from Google, specifically designed to support learning and teaching.
To ensure a safe environment, users under 18 receive a tailored experience featuring enhanced guardrails and strict privacy policies. Crucially, student data is never reviewed or used to train AI models.
Whether you need to generate text, images, video, or code, Gemini Education can create custom content based on prompts.
What is Gemini Notebook in Glow?
Gemini Notebook is a personalised AI research and study assistant from Google that helps learners understand and organise their own learning materials.
Unlike Gemini, it only uses the specific content that learners upload, ensuring that all information and study guides it generates are accurate and directly relevant to their classroom context.
Learner data is not reviewed or used to train other AI models.
What features do learners have access to?
Google have restricted some of the features within Gemini and Gemini Notebook so learners do not have the same experience as educators.
Google aims to support learning, not replace it. Some features are moderated for students to encourage:
- Critical Thinking: Preventing the AI from simply “providing the answer” without the pedagogical steps.
- Skill Development: Ensuring students learn the foundational concepts of research and writing before leveraging high-level automation.
We have created these infographics so you can see at a glance which features learners have access to.
Please click through the infographics below to find out more.
Click each image to enlarge
What is Guided Learning?
Guided Learning in Gemini is a personal AI learning companion designed to help you develop a deep understanding of a subject—not just arrive at quick answers.
It works by asking thoughtful questions and providing step-by-step guidance that encourages exploration and reflection. At its core, guided learning breaks complex topics into manageable parts and promotes active participation, curiosity, and critical thinking, enabling more meaningful and lasting learning.
Guided Learning can be accessed via the tools menu within Gemini
A Learning Guide can also be found in Gemini Notebook and provides the same functionality as Guided Learning.
Learner Appropriate Use
Google for Education have created a responsibility checklist that supports how to use AI appropriately and ethically.
Scottish Government’s AI in Education Guidance and Guardrails
The Scottish Guidelines and Guardrails for the use of Artificial Intelligence (AI) in Schools is a comprehensive framework developed through collaboration between the Scottish Government and the Educational Institute of Scotland (EIS). Its core purpose is to ensure that while AI presents significant opportunities for education, it is used in a way that remains human-centred, ethical, and protective of children’s rights.
Qualification Scotland: Generative AI in Assessments
Learners and practitioners should consider the following points, which summarise Qualification Scotland’s position:
- GenAI can be used to support, and not replace, the development of skills, knowledge and understanding
- GenAI should not be used if it compromises the integrity of Qualification Scotland’s assessments or certification of qualifications
- Learners should always check with their practitioners about using GenAI tools
- Where the use of GenAI is permitted, its use must always be acknowledged
- Use credible sources for citations: don’t use GenAI instead of authoritative and verifiable sources
- Submitting GenAI outputs as a learner’s own work is considered malpractice
- Beware of GenAI limitations, such as potential bias and hallucinations
- Protect any personal and confidential data
- Consider any age restrictions associated with the GenAI tool used
Children’s Rights when using AI
The Children’s Parliament worked with AI experts to help learners (ages 7–11) understand how artificial intelligence works. They explored various aspects from the games they play to the videos they watch.
Instead of just being ‘users’ of technology, children are learning about their digital rights; how to stay safe, keep their information private, and ensure AI treats everyone fairly.
The goal is to make sure that as AI grows, it is built with children’s safety and wellbeing in mind.
Why Children’s Rights Matter in AI: A Resource for Professionals
This is a series of eLearning modules aimed at giving adults who work in the AI, digital, and data space an introduction to children’s human rights and how to best ensure that their work in developing, deploying or making decisions around AI technologies can respect and protect children’s rights.
With the incorporation of the UN Convention on the Rights of the Child into domestic law in Scotland, this resource can help AI professionals maintain a competitive edge while ensuring that new technologies support children’s safety and wellbeing.
The resource offers:
- An introduction to the UNCRC & children’s human rights
- Guidance on how to take a children’s rights approach to AI technologies
- Insights into children’s perspectives on data & AI
AI Skills for Learning, Life and Work
AI based tools within Glow provide opportunities to support learning with children and young people. Used appropriately, they can support understanding, creativity and engagement across the curriculum. For example, Gemini can help learners explore their own ideas, generate explanations, and structure their thinking. Adobe Express enables them to create multimedia content to demonstrate their learning.
There is a range of research that identifies the potential benefits of these tools including increased personalisation, with learners accessing explanations that are tailored to their needs, and improved accessibility, supporting additional support needs (link). They can also enable learners to communicate ideas in different formats, and build confidence by supporting independent learning.
AI literacy is an essential skill for learners, both for their current education and for future learning, life and work. Building confidence in using tools such as Gemini and Adobe Express supports the development of the skills that a changing workforce will require.
There are important risks to consider. AI-generated content may be inaccurate or misleading, and over-reliance on such tools can limit the development of critical thinking and problem-solving skills. There are also important considerations around data privacy, appropriate use, and ensuring that learners do not share personal or sensitive information.
For these reasons, children and young people should only use AI tools after receiving clear instruction. They should be taught how AI systems work at a basic level, how to construct effective prompts, and what types of inputs are not appropriate. Learners should be encouraged to question and evaluate AI outputs, rather than accepting them at face value.
The use of AI within Glow with learners, should always complement, not replace, face-to-face teaching and learning. Professional judgement remains central to ensuring that these tools are used in a safe, ethical and meaningful way.
