Why is ai literacy education important in 2025?

Approximately 80% of Australian secondary school students use generative AI tools to help them study (Australian Digital Inclusion Index, 2025). These students are exposed to potential benefits and risks depending on the nature of their use. A growing body of research explores the educational potential for generative AI tools to facilitate personalised learning experiences (Grzesiak et al., 2024), deeper engagement and improved metacognitive regulation (Yeh, 2025). However, over-reliance on this technology may erode critical thinking (Duenas & Ruiz, 2024), weaken metacognitive knowledge (Yeh, 2025), reduce motivation to engage in independent analysis (Grinschgl & Neubauer, 2022), and stifle creativity (Ahmad et al., 2023). 

So how do we ensure that students attain the educational benefits and avoid the risks when using these technologies?

Students do not become proficient in using generative AI tools simply by belonging to a generation of ‘digital natives’ (Praherdhiono et al., 2026). Without explicit teaching and instruction, providing students with access to generative AI tools will not result in them using them effectively. Prominent academics and educational institutions, and the Victorian Department of Education, are recommending that schools prepare students to use generative AI tools ethically and effectively, in a manner that supports and amplifies their learning and cognitive processes, rather than reduces them.

At Genesis, we take a balanced approach to empowering students to be ethical and effective users of AI technologies, with an emphasis on cultivating personal accountability for one’s own use. In addition to learning the skills and strategies required to have effective dialogues with generative AI tools, students must have a thorough understanding of the risks, limitations and ethical implications of using these tools. 

leading researchers, educators and academic institutions are saying:

  • “AI will be a part of our work and lives in the future, which means we have a responsibility to educate young people about its appropriate use. If we don’t, we are doing them an incredible disservice.”

    — Blair Boyer, South Australian Minister for Education, Training and Skills

  • “AI is not going away. Like the calculator or the internet, we need to learn how to grapple with this new technology."

    — Jason Clare, Commonwealth Minister for Education

  • “AI technologies have the potential to improve teaching and learning opportunities for students and provide enormous benefits for education, but we also need to educate children in how to stay safe as they use these technologies.”

    — Australian Curriculum, Assessment and Reporting Authority (2024)

  • “AI isn’t magic – it’s a tool. The real power lies with people who can prompt it effectively. Being an expert prompter is becoming the new literacy.”

    — Professor Ken Purnell, Head of Educational Neuroscience at CQUniversity Australia

  • “As educators, we must develop the AI literacy necessary to take a more nuanced view of generative AI, and we must help our students to do the same.”

    — Mark Pegrum, Professor of Digital Learning at The University of Western Australia