SCOTLAND’S push to make AI literacy part of every child’s education is prompting Edinburgh parents and teachers to rethink how they use digital content at home and in the classroom.
The Scottish Government’s 2026 National Improvement Framework commits to publishing new guidelines on the ethical use of AI in schools, developed with the EIS and local authorities. At the same time, the University of Edinburgh’s TRAILS.scot project — created in partnership with Education Scotland and the SQA — has produced what its developers describe as the world’s first AI curriculum framework built around children’s rights.
For Edinburgh families, the practical question is straightforward: with children spending more time learning through screens, how do you make sure what they are watching actually teaches them something?
LearningMole, a UK educational platform offering over 3,300 curriculum-aligned video resources for primary-aged children, says demand from Scottish schools and families has grown steadily over the past two years. The platform, founded by former primary school teacher Michelle Connolly, provides free and subscription-based teaching videos covering maths, English, science, and a range of other subjects.
“Teachers in Scotland are working within the Curriculum for Excellence, which gives them real flexibility in how they deliver learning,” says Michelle Connolly, founder of LearningMole and a former teacher with over 15 years of classroom experience. “That flexibility means video resources can play a bigger role than in more prescriptive systems — but only if the content is well made and genuinely educational.”
The platform’s videos are produced by Educational Voice, a Belfast-based animation studio that specialises in creating 2D educational animations. Each video is built around specific learning objectives before any design work begins, meaning the content is structured to teach rather than simply entertain.
Why Edinburgh schools are paying attention
The City of Edinburgh Council operates 114 primary and secondary schools across the capital and is currently investing £296 million in new school buildings, including new primaries at Granton Waterfront, Gilmerton Station Road, and Newcraighall. With new schools come opportunities to embed digital learning from the outset, and Edinburgh’s education leaders have signalled that technology should be central to how children learn.
Education Scotland’s own inspection findings note that in almost all Scottish schools, digital technology is being used effectively to support learning and teaching. Teachers are routinely using interactive whiteboards, tablets, and online platforms to develop digital literacy and remove barriers for children who need additional support.
The challenge, according to educators, is finding digital content that meets the same standard as classroom teaching. Random clips found through internet searches may cover a topic, but without structured progression or curriculum alignment, they can leave gaps in understanding.
LearningMole’s approach addresses this by designing each video around the way children actually learn. Animated explanations break complex ideas into manageable steps — particularly useful for subjects where pupils commonly struggle, such as fractions in maths or forces in science.
Animated content and how children learn
Educational Voice, which has produced thousands of animated videos for LearningMole, builds each piece of content starting from curriculum objectives. The animations use movement, colour, and pacing designed specifically for primary-aged children, making abstract concepts visual and concrete.
This approach is particularly relevant in Scotland, where the Curriculum for Excellence emphasises developing successful learners who can make sense of information in different ways. Animated video gives children a different entry point to a topic — one that complements written materials and classroom discussion rather than replacing them.
“Children who are struggling with a concept in one format often find it clicks when they see it explained visually,” says Connolly. “Animation lets us show processes and relationships that are difficult to capture on a page. That is why so many teachers use video as part of their teaching, not as a substitute for it.”
Supporting Edinburgh families at home
For parents in Edinburgh, the shift towards digital learning resources also creates opportunities outside school hours. With the Scottish Government’s focus on closing the attainment gap — a priority highlighted in the 2026 National Improvement Framework — home learning materials that match what children cover in school can make a measurable difference.
LearningMole’s resources are used by families across Scotland for homework support, revision, and extending classroom learning. The platform offers free content alongside subscription access, allowing parents to try resources before committing.
The University of Edinburgh’s TRAILS.scot project also emphasises that parents and carers have a role in helping children think critically about the digital content they encounter. As AI-generated material becomes more common, the ability to distinguish between reliable educational content and lower-quality alternatives is becoming an important skill in itself.
For Edinburgh families looking to make the most of screen time, the advice from educators is consistent: choose resources designed by teachers, look for content with clear learning objectives, and treat video as a starting point for conversation rather than a passive activity.
With Edinburgh’s schools expanding and Scotland’s curriculum evolving to meet the demands of an AI-influenced world, the quality of digital learning resources available to children and families is likely to become an increasingly important part of the education conversation in the capital.
