The use of artificial intelligence in schools in Latvia is becoming a common practice. Teachers are using AI to prepare lesson materials, while students are using it to search for information, generate ideas, and learn. However, along with new opportunities come questions: where is it permissible to use such tools, what data can be trusted, and who is responsible for the outcome. As reported by [TV3 News](https://tv3.lv/zinas/latvija/maksligais-intelekts-izglitiba-eksperti-bridina-tehnologijas-attistas-atrak-neka-tam-lidzi-spej-likumdosana/), this year recommendations for the use of artificial intelligence in education were prepared in Latvia. They do not prohibit AI but suggest delineating the situations in which its use is permissible. Thus, artificial intelligence can be used for lesson preparation, idea generation, and completing individual educational tasks. However, during tests, exams, and assessments, the use of AI is prohibited unless explicitly allowed by the teacher. Anna Beate Bumane, a state methodologist for informatics at the State Education Development Agency, notes that when using AI, it is important to consider the age of the students. According to her, for children in grades 1 to 6, interaction with such tools should occur through the teacher. Independent use of AI is recommended to start around the age of 13, that is, from grade 7, and only under the supervision of an educator. ## Currently, there are no unified rules Experts acknowledge that there is currently no nationwide approach to the use of AI in schools. In addition to recommendations, the European Union's Artificial Intelligence Act, personal data protection regulations, and the internal rules of educational institutions are in effect. Arthur Kurbatov, a lecturer at the Faculty of Social Sciences at the University of Stradins, emphasizes that the responsibility for the use of AI in the educational process lies with the teacher. He also points out that modern services that attempt to determine whether a text was written using artificial intelligence cannot be considered reliable evidence. According to the expert, such systems can only serve as a guideline, and the final assessment of a student's work should be made by the teacher. ## The main risk is personal data Another issue is related to information confidentiality. Experts remind that when working with artificial intelligence services, teachers need to be careful about what data is uploaded to the system. This is especially true for personal information about children. As Arthur Kurbatov notes, responsibility arises at the moment when a user decides to share any information with AI, so it is important to assess potential consequences in advance. ## The law is lagging behind technological development Artificial intelligence researcher Kristaps Cīrulis believes that European regulation is currently not keeping pace with the rapid development of technology. In his opinion, legislation attempts to cover a wide range of issues, but many mechanisms for practical control still need to be created. Until this happens, government agencies will inevitably respond to changes with delays. ## Schools are seeking better solutions In parallel with the development of the regulatory framework, schools are testing various models for the use of artificial intelligence. This year, a network of 25 leading schools has been established in Latvia, which are experimenting with the integration of AI into the educational process. They assess the effectiveness of various approaches, analyze potential risks, and share experiences with other educational institutions. Karļis Andersons, the head of educational projects at Riga Techgirls, notes that the project's task is to identify practices that genuinely aid learning and can be safely used in schools. At the same time, specialists agree that even the most advanced technologies will not replace key human skills. As artificial intelligence becomes more accessible, critical thinking, the ability to analyze information, creativity, and independent decision-making gain greater value. Researcher Kristaps Cīrulis advises students to actively explore the possibilities of AI and use it as an assistant in learning, while teachers should not fear new technologies but learn to work alongside them. Experts believe that the future of education will not be about banning artificial intelligence but about finding rules for its safe and responsible use.
