SQA publishes new guidance on use of Artificial Intelligence in qualifications assessment
Thursday 12 June 2025
- GenAI tools may be used where they do not undermine a learner’s ability to demonstrate the knowledge, understanding, and skills required for assessment.
- The new guidance comes after extensive engagement with hundreds of teachers, lecturers and training providers – and with learners from across Scotland.
- SQA has provided a list of potential examples to show acceptable and unacceptable use of GenAI.
The new guidance comes after extensive consultation and engagement with teachers, lecturers and training providers, including events, surveys, and focus groups. This engagement highlighted that GenAI use across the education system is continuing to grow, necessitating an updated stance from SQA to reflect the evolving technological landscape.
Donna Stewart, Director of Qualifications Development at SQA and Scotland’s Chief Examiner, explains: “We recognise that educators across Scotland are facing challenges regarding GenAI use among learners. Our guidance – developed with and for the education community – aims to help them address these challenges. The new guidance provides further clarity under existing guidelines and does not intend to add any new responsibilities for educators.”
“SQA is not endorsing or mandating the use of GenAI, and it is crucial for both learners and educators to recognise that GenAI tools have limitations and may not always produce reliable outputs, however given the accessibility and speed at which the technology is developing, it is important we provide a framework and guidance.”
New guidance
The use of GenAI tools is considered acceptable in assessment when it does not undermine learners’ ability to demonstrate that they have the required knowledge, understanding, and skills to meet the assessment standards of the qualification. It is also acceptable to use when the course or unit specifications explicitly allow such use.
To assist educators as they navigate the use of GenAI, a list of potential examples has been put together to show acceptable and unacceptable uses of GenAI tools in assessment. Such examples include using GenAI tools to suggest source material to research a piece of writing for portfolio coursework in Higher English or using GenAI tools to generate the lyrics for a composition in Music assessments, as no marks are awarded for lyrics.
Given the rapid pace of technological change, it is impossible to create an exhaustive list of acceptable and unacceptable uses, and the appropriateness of GenAI use will depend on specific assessment context.
As has always been the case with SQA’s GenAI position, learners should discuss the use of AI tools with their teachers, lecturers and training providers to ensure its use will not undermine the achievement of their learning and assessment objectives. When the use of GenAI is permitted as a supporting tool, it must always be acknowledged, and submitting GenAI outputs as a learner’s own work may be considered malpractice.
Feedback and support
The new guidance is being published before the summer break, however once the new school term begins, online Q&A sessions will also be arranged, giving educators the opportunity to ask questions and feedback their views.
The updated guidance will be subject to regular review and will be updated to reflect changes in GenAI technology as and when necessary, however this current stance will be in place for at least the 2025-26 academic year.
Theodore Pengelley, Digital Learning Development Manager and chair of SQA’s Artificial Intelligence and Emergent Technology Group, explains:
“We recognise that the development of AI technology is rapid, and we will closely monitor the expansion of GenAI technology on an ongoing basis.
“This updated guidance has been informed by engagement and consultation with teachers, lecturers and practitioners, and we will continue to gather feedback from them. We are currently looking to develop channels that will allow education practitioners to submit their feedback on the new guidance, ensuring their voices are used to shape future changes.”
Professor Judy Robertson, Chair in Digital Learning at the University of Edinburgh, has worked in partnership with SQA on multiple projects that aim to increase GenAI knowledge and understanding among teachers and education practitioners across Scotland. These include a handbook developed by the Data Education in Schools team at the University of Edinburgh, with support from the Scottish Government, Education Scotland, and SQA. She comments:
"I'm encouraged to see that SQA's updated guidance provides clearer direction for teachers and learners on the acceptable use of GenAI tools. I'm especially pleased that it recognises the role of GenAI as assistive technology for learners who need additional support - this has real potential to level the playing field. It's also reassuring to see this guidance aligning with the vision set out in the new Teach AI Literacy Handbook, reflecting a consistent approach across the education sector."
Education Secretary Jenny Gilruth said: “The role of digital and AI is becoming increasingly prominent in our work across education. While AI will never replace teaching staff, it continues to play a bigger role in our lives, which is why it is so important that young people learn how to utilise AI in a safe, ethical and effective manner.
“The guidance from SQA provides helpful clarity on acceptable and unacceptable uses in relation to qualifications. The Scottish Government has committed to working with teacher representatives and local authorities to develop overarching guidance and principles for teachers on the use of AI in classrooms, to support them in navigating the opportunities and risks posed by this technology.”
The full updated guidance, along with a list of examples, can be found on our Generative AI in assessments page.