‘Maddie is Online’ project recognised in new Scottish Government guidance

The national guidance, ‘AI in Schools: Guidelines and Guardrails’, sets out how Scotland’s schools should use artificial intelligence safely, ethically and responsibly, providing practical support for teachers and educators as AI becomes increasingly embedded in everyday learning environments.

Dr Konstantina Martzoukou, Project Lead, said:

“I’m delighted that Maddie is Online has been highlighted in the Scottish Government’s new guidance. It reflects the project’s commitment to equipping young people with the critical skills they need to engage safely with generative AI technologies, and positions RGU at the forefront of this emerging area of education practice.”

The project was delivered in collaboration with Dr Chinedu Pascal Ezenkwu and supported by the Chartered Institute of Library and Information Professionals.

A resource co‑created with young people to reflect everyday online experiences

What sets Maddie is Online apart is that it was co‑created with young people themselves.

This grounding in lived experience helps the resource address the real challenges children face online - such as cyberbullying, online privacy, recognising bias, and navigating generative AI responsibly.

At the heart of the project is a series of engaging cartoon‑based video resources, designed to make complex digital literacy and AI‑related concepts accessible, relatable and memorable.

These creative storytelling approaches empower young people to become resilient, confident, creative and safe in their online interactions, helping them build the skills they need for an increasingly AI‑enabled world.

Driving real‑world research impact

Developed through RGU’s ongoing research into digital resilience and AI literacy, Maddie is Online offers practical, scenario‑based materials that help young people build critical understanding of how generative AI tools work.

Maddie is Online provides a framework that can be used not only by pupils, but also by families, teachers, librarians, school nurses and pastoral teams. This whole‑community approach strengthens digital literacy across the wider school ecosystem, laying foundations for safer, more informed engagement with technology.

Its inclusion in the national guidance underscores the policy relevance and public value, with direct impact on:

• Teaching practice
• Youth digital safety, supporting responsible and ethical use of emerging technologies
• Education sector capacity‑building, contributing to Scotland’s broader strategy for AI governance, child protection and digital literacy.

Scotland’s AI landscape is undergoing rapid change. The new national guidance aligns with wider commitments to ensure AI adoption is trustworthy, inclusive and child‑centred, advancing Scotland’s ambition to lead in safe, accountable AI use across public services.

A pivotal moment for AI strategy and children’s wellbeing

The publication of the new AI in Schools guidelines comes amid heightened public debate about AI safety, children’s rights, and the need for robust governance around emerging technologies.

Maddie is Online provides an innovative example of research‑led, responsibly developed tools that help schools navigate this rapidly evolving landscape.