At Collège Mont-Sacré-Cœur in Granby, every student has a computer. The use of artificial intelligence (AI) tools quickly became a topic of discussion. “We couldn’t pretend it didn’t exist,” the two presenters noted.
The issue was not just technological. It was also pedagogical, ethical, and organizational. How can academic misconduct be prevented? How can the integrity of learning be maintained? And above all, how can students be prepared for a world in which AI will be part of their everyday professional lives?
The school team quickly realized that students were already using AI tools, sometimes without teachers’ knowledge. Instead of imposing multiple restrictions, the school chose to structure its response. The goal was to guide the use of AI while also transforming teaching practices, particularly in assessment.
The development of the school’s AI use policy was based on a multi-phase process designed as a continuous improvement cycle. Far from being a fixed document, the policy is intended to evolve alongside the technology, as the presenters noted.
The steps followed were:
“We can go back at any time,” the presenters explained, emphasizing the importance of remaining flexible in a constantly changing context.
Before drafting any rules, the school defined a clear vision built on five pillars:
This vision serves as a guiding thread throughout the entire process and helps avoid an overly restrictive approach.
To provide concrete guidance for AI use in the classroom, the school implemented a level-based system that students can easily understand.
In each classroom, a poster indicates the level of use authorized for a given task:
When AI use is allowed, students must specify the purpose of their use, the tool selected, and the prompt used. This approach is meant to make learning processes visible rather than simply penalizing misconduct.
One of the most striking aspects of the approach concerns teachers’ attitudes. Initially reluctant to disclose their own use of AI, the presenters gradually adopted a more transparent stance.
An “AI-enhanced” logo was created to identify content generated or improved with the help of artificial intelligence. This practice helps model responsible use and encourages students to demonstrate the same transparency.
“The idea is not for AI to replace the teacher, but to enhance the teacher’s capabilities,” they explained.
This reflection also led the school to revisit its assessment practices. In a context where AI can generate content in a matter of seconds, it becomes essential to focus more on processes rather than solely on final products. This means designing tasks that call on judgment, reflection, and the ability to explain one’s thinking—dimensions that are difficult for a machine to replicate.
The implementation of the policy was not limited to teachers. All staff members were involved, from supervisors to administrative teams.
“The issues are the same for everyone,” the presenters reminded the audience. In an environment where students use their computers at various points throughout the day, consistency in how adults respond becomes essential.
As for parents, the work is still ongoing. The presenters acknowledged that they would have benefited from involving them earlier in the process. The goal now is to develop a genuine home–school partnership, in which the messages communicated at school and at home are aligned.
One lesson stands out from this experience: schools should not try to resolve everything in just a few months. Implementing an AI policy takes time, consultation, and the ability to adjust continuously.
Despite the uncertainties, the presenters encourage schools to get started. “AI is not going away. We need to learn to live with it—and above all, to use it well.”
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