‘Just Follow the System’ A case to explore the Role of Educators in AI Decision-Making and Student Support

CLARIFYING EDUCATOR RESPONSIBILITY IN AI ENVIRONMENTS

How to cite this learning scenario

Arantes, J. (2025). Just Follow the System. Case Studies in AI Governance for Education. www.AI4education.org. Licensed under a Creative Commons Attribution 4.0 International License.
abstract
This case study explores how the role of educators can be undermined—or overlooked—when artificial intelligence systems are deployed in education without clear role definitions or professional boundaries. In this fictionalised but research-informed scenario, teachers are expected to act on AI-generated insights related to student progress, behaviour, and mental health, yet are given no training, authority, or support to challenge or contextualise these insights. The case calls for institutions to define and empower educators' roles in AI-supported environments, ensuring that their professional expertise remains central in both learning and wellbeing decisions.

Educators are not algorithm enforcers. When roles aren’t defined, teachers are caught between the authority of the AI and the needs of their students—with no power to navigate either.

Just Follow the System

In 2024, New Leaf Learning College adopted a multi-feature AI tool that monitored student engagement, flagged potential wellbeing risks, and provided real-time academic progress updates. Teachers received weekly “AI Insights Reports” with suggested interventions for students identified as struggling or “at risk.” However, the reports often contradicted what teachers saw in their classrooms. One student flagged as “under-engaged” was actually participating deeply in group work and project-based activities not tracked by the platform. Another student, labelled “at risk of mental health decline,” had no visible issues and felt stigmatised by a sudden surge in staff check-ins. Teachers were expected to follow the AI’s prompts without question, but had no formal authority to override or edit the data. Worse, they were held accountable for not taking action on AI-generated alerts—even when they didn’t agree with them. There was no professional development, no clarity around ethical responsibility, and no inclusion of teachers in decision-making processes related to AI use. The result was increased stress, role confusion, and a breakdown in trust between staff and leadership. After a group of teachers filed a formal complaint, the school engaged in a collaborative review process. As a result, it redefined educator roles within AI-integrated classrooms: teachers were formally positioned as co-interpreters of AI insights—not passive recipients. A “Teacher-AI Mediation Protocol” was introduced, allowing educators to annotate, contextualise, and challenge automated recommendations. Staff were trained in AI literacy, and AI-generated student reports were redesigned to include teacher reflections and student voice. This case demonstrates that meaningful AI integration in education must define—not diminish—the role of the teacher as a critical decision-maker, carer, and advocate for student learning.

Research Topics

Research Questions

Understand how AI use can shift educator roles in ways that require deliberate negotiation and support. Identify gaps in current policies and practices around teacher responsibility in AI-enhanced education. Explore frameworks for educator involvement in AI interpretation, intervention, and governance. Develop strategies to strengthen teacher agency and ethical responsibility in AI-mediated environments.
Discussion Questions What responsibilities should teachers have in interpreting and acting on AI-generated student data? How can educators be supported to challenge or contextualise AI insights that don’t reflect classroom realities? What risks arise when educator roles are undefined or diminished in AI-driven systems? How can institutions involve teachers in the governance and interpretation of AI tools? What professional development is required to ensure teachers can use AI ethically and confidently?

data collection

Conduct semi-structured interviews with educators, school leaders, and policymakers to identify the capabilities, responsibilities, and support structures needed for the role of an “AI-Integrated Educator.”
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Acknowledgement of Country We acknowledge the Ancestors, Elders and families of the Kulin Nation (who are the traditional owners of the land. where this work has bene predominantly completed. As we share our own knowledge practices, we pay respect to the deep knowledge embedded within the Aboriginal community and recognise their ownership of Country. We acknowledge that the land on which we meet, learn, and share knowledge is a place of age-old ceremonies of celebration, initiation and renewal, and that the Traditional Owners' living culture and practices have a unique role in the life of this region.