"How can we learn and use AI at the same time?": Participatory Design of GenAI with High School Students

This paper reports on a participatory design workshop with 17 high school students to understand their perspectives on GenAI in education, identifying concerns about bias, misinformation, plagiarism, over-reliance, and false accusations of academic dishonesty, and proposing design guidelines for EdTech developers. Students co-designed GenAI tools and school policies addressing these concerns through structured activities.

As generative AI (GenAI) emerges as a transformative force, clear understanding of high school students’ perspectives is essential for GenAI’s meaningful integration in high school environments. In this work, we draw insights from a participatory design workshop where we engaged 17 high school students—a group rarely involved in prior research in this area—through the design of novel GenAI tools and school policies addressing their key concerns. Students identified challenges and developed solut

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