The rapid growth of artificial intelligence (AI) and of generative AI, in particular, has become a significant focus in education. While generative AI tools offer many benefits for educational stakeholders, they also raise concerns, including, but not limited to, ethics, privacy and academic integrity. As these tools evolve, policy must move beyond a simple opt-in/opt-out framework. In Ontario, Canada, many school boards have yet to adopt comprehensive policies on the responsible and ethical use of generative AI. Where AI guidelines do exist, they should be updated to align with principles of critical media literacy. This would enable educational stakeholders to assess the ethical and social impacts of generative AI in schools and determine responsible uses of these technologies, reflecting on effective co-creation.
