MOE studying the impact of AI on learning; holds off on such tools for younger pupils: Desmond Lee

“This would, in turn, hamper the development of higher-order thinking.”

He added that MOE provides guidance to schools to ensure that the use of AI enhances, rather than undermines, teaching and learning, while guarding against cognitive atrophy.

“Teachers therefore hold off the use of AI when our students are in the early stages of acquiring knowledge and skills, so that they develop strong foundations before they are introduced to AI to augment their learning,” said Mr Lee.

For example, at lower primary levels, he said pupils learn best by using multiple senses to engage with real-world objects. As such, technology is used lightly in the classroom, to prioritise hands-on inquiry, real-life explorations and outdoor experience.

AI is gradually introduced from Primary 4 with teachers’ supervision, said Mr Lee. At the secondary level, students are equipped with personal learning devices and progressively use AI independently for learning.

“This is done through well-designed learning tasks, which allows students to benefit from the personalisation of learning offered by AI while guarding against cognitive outsourcing,” he added.

Mr Cai also asked what plans there are, such as having classes where devices are limited, to prevent over-reliance on AI and ensure students first master foundational concepts.

To this, Mr Lee said teachers are provided with MOE-developed AI tools – available in the Singapore Student Learning Space – which are “designed to be pedagogically sound and are accompanied by appropriate guardrails”, he added.

Given that students’ access to AI is not just confined to school, Mr Lee said that MOE guides them on using AI ethically and responsibly, as part of efforts to develop AI literacy.

“Teachers are trained to design and conduct lessons to help students acquire fundamental knowledge and develop higher-order thinking skills,” he said, adding that in-service professional courses on using AI thoughtfully for learning are also available.

Mr Lee said the ministry continues to assess students’ mastery of foundational concepts to ensure they can apply them without using AI, through proctored – or supervised – examinations that disallow AI use.

He added that interactions with students provide teachers with knowledge of each student’s learning progress, in order to provide support when they observe learning gaps.