Abstract

This study examines the policy frameworks, professional development requirements, and institutional structures necessary for effective integration of artificial intelligence (AI) in Welsh education. Through analysis of survey data from 25 Welsh educators, the research investigates institutional support, barriers affecting AI adoption, and patterns of AI tool usage in educational settings. Using the Technology Acceptance Model (TAM) and Cultural-Historical Activity Theory (CHAT) as theoretical frameworks, findings reveal significant gaps between current support structures and educator needs, with participants reporting insufficient professional development opportunities and identifying a lack of clear institutional guidelines. The study identifies three key approaches to AI implementation: restrictive, ad hoc, and emerging structured approaches. Additionally, findings highlight the challenges of maintaining assessment integrity and the unique needs of Additional Learning Needs (ALN) contexts. The research suggests that successful AI integration requires systematic policy development aligned with Welsh educational priorities and values, sustained professional development, and equitable resource allocation. These findings have important implications for educational leaders and policymakers as they work to support the digital competence aims of the Curriculum for Wales. The study also provides recommendations for future research and practice, emphasising the need for culturally responsive AI systems, innovative assessment frameworks, and strategic resource allocation to bridge existing disparities.

Keywords: Artificial Intelligence (AI), Welsh Education, Professional Development, Educational Policy, Technology, Education Policy

How to Cite:

Atherton, S., Karlinger, P. & Castle, C., (2026) “Policy and Professional Development for Generative AI in Welsh Education”, Wales Journal of Education 28(1). doi: https://doi.org/10.16922/wje.28.1.3