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Title
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The “Humans MATA” Reflection Framework: Empowering Year 10 Girls to Critically Analyse Their Use of Generative AI Tools
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Author
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Zoe Steer
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Year Published
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2026
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Description
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As students continue to adopt Generative AI (GenAI) tools and technology at an accelerating rate, teachers have an urgent responsibility to guide its use. This requires teachers to support students in ways that empower them to think critically about their use of GenAI tools to support their learning and development, rather than hindering it. This action research inquiry explored how a series of AI literacy lessons and a bespoke framework titled “Humans MATA” empowered Year 10 girls (14–15 years old) to confidently and critically consider their use of GenAI tools. Employing a mixed-methods approach, this study captured student voice in the form of qualitative and quantitative data, fostering an intentional dialogue between student and teacher. The findings demonstrate how AI literacy lessons can develop student understanding and confidence about what GenAI tools are and how they work. Furthermore, the “Humans MATA” framework proved an effective reflective tool that empowered students to critically analyse their use of GenAI technology. However, despite targeted guidance from teachers and schools, some individuals may be less inclined to change their approach to using GenAI tools. These findings suggest that for AI literacy lessons to result in meaningful, long-term behavioural shifts, principles must be integrated consistently across both pastoral and subject-specific domains.
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Tags
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Technology, Teaching and Learning
