Artificial intelligence is reshaping what it means to be human. Redefining how we learn, work and connect. 

In education, the possibilities are profound. AI can personalise learning, ease teacher workloads, and open new worlds of creativity and connection for students, teachers and families alike.

But it also poses an important question:  

Will AI improve or exacerbate education inequities in Australia? 

For children and young people growing up in disadvantaged communities — those in remote regions, low-income households, from non-English speaking backgrounds or those with additional learning needs. The answer lies in the decisions we make now.  

AI can only enhance learning when students have reliable devices, affordable internet, confident teachers, and a safe, transparent policy environment. 

For too many schools in Australia, those foundations are missing. 

Students may share devices or rely on outdated hardware, while AI tools assume every learner is seamlessly online. Teachers, already time poor too, need support and confidence to explore these tools meaningfully, yet not all have equal access to training or support.  

We must also recognise that most AI systems are built from global datasets that don’t always reflect Australia’s diversity.

When technology overlooks Aboriginal and Torres Strait Islander knowledge or the voices of culturally and linguistically diverse communities, it risks narrowing rather than enriching our shared learning experience.  

If we design AI initiatives without recognising these realities, we risk turning a potential tool for equity into yet another amplifier of advantage. Two schools may both “use AI,” but only one will truly benefit. 

An equity-first approach to AI in education would ensure that innovation reaches everyone. That begins with infrastructure. All schools need reliable internet, up-to-date devices and the technical support to maintain them. 

Teachers must be at the centre of this transformation. They need practical, curriculum-aligned training that lightens their workload instead of adding complexity. Professional learning should be embedded in their context, not an optional extra delivered through generic webinars. That’s why Schools Plus champions the role of an AI Navigator for every school: a dedicated educator who empowers teachers to use AI safely, confidently, and meaningfully to enhance learning. 

We also must insist on evidence before expansion. Independent research should track who benefits from AI across regions, income levels, and abilities. Inequities can’t be addressed if they’re not measured.  

Families and communities must also be at the table. Clear, multilingual information about how AI works and what data it collects will build trust. Trust that is necessary for engagement, which in turn drives learning.  

Finally, ethical guardrails must protect those most vulnerable to bias or misuse. Disadvantaged communities often have the least power to contest algorithmic harm, so governance must be transparent, proactive, and inclusive from the start. Only then can AI become a genuine driver of educational equity. 

Australia’s Framework for Generative AI in Schools is a welcome foundation for safe and ethical practice. But what’s needed now is a national strategy that embeds equity at its core, ensuring every school community has the resources, confidence and guidance to use AI responsibly. 

At Schools Plus, we work every day with educators who see AI’s potential but face real-world barriers of funding, infrastructure and time. The opportunity before us is immense, but only if it’s shared. 

If we lead with equity by investing in people as much as technology, AI can help deliver the promise of a fair education for every child, in every classroom, across every community in Australia.  

Watch our ElevatED talk on YouTube to hear why equity, education and the human spirit must lead Australia’s AI revolution.