Introducing learners to AI

The qualification incorporated AI so that learners could adapt, apply it to their own roles, and enhance both performance and productivity. The flexibility within the qualification allowed Barnsley College to design and deliver a programme that gives adult learners and staff the digital skills employers increasingly demand.

The learning content is designed to build confidence, develop practical ability and challenge misconceptions about AI. In its first year, more than 40 learners, including external applicants and staff, successfully completed the qualification, which is funded through the Adult Skills Fund and is Ofqual-regulated.

This case study sets out the challenge, the solution, the impact and the lessons that other providers could take from Barnsley College’s experience.

The challenge

Government research shows that around 7.5 million adults in the UK still lack the essential digital skills required for the workplace. A separate study by FutureDotNow and the Centre for Economic and Business Research has estimated that bridging this digital skills gap could add £23 billion to the UK economy each year.

Barnsley College recognised a clear need to support learners who wanted to understand AI but did not have a computing background. Misconceptions were common: many assumed AI was only relevant to IT specialists or believed it was destined to replace jobs altogether.

Daniel Wright, curriculum course lead at Barnsley College, explained: “We wanted to move beyond the hype. AI is not a replacement for people; it’s a tool that can support them.

“The challenge was to show learners how to use it effectively, safely and with confidence.”

The solution

The course followed an explore, experiment, explain, apply model. Learners were introduced to different AI tools, reflected on how they worked, and then applied them in a structured project.

The main assignment placed learners in the role of administrators at a fictional company. They were asked to create between six and ten workplace documents such as job descriptions, spreadsheets or client templates. AI was used to draft the documents, which were then refined and presented. Evidence included screenshots, production logs and reflective journals. The focus was always on the learning journey rather than on the raw AI output.

To help learners interact effectively with AI, Barnsley College created two simple prompt-engineering models. The PREP method (Prepare, Role, Example, Parameters) gave structure to simple prompts. The CREATE method (Character, Request, Example, Additions, Type of output, Extras) supported more advanced interactions.

As Daniel observed: “Less than 20 per cent of our learners came from computing backgrounds. We had people from creative media, marketing and administration. By framing AI as a tool, rather than a coding skill, we made it accessible to everyone.”

The impact

During the first year, Barnsley College ran four cohorts with over 40 completers. Feedback from learners was very positive.

• One parent used AI to create a GCSE maths tutor for her son, who now uses it weekly for revision.
• A member of the business development team halved the time needed to prepare client presentations.
• ESOL learners reported using AI for translation and CV preparation.
• Many learners described the tools as: “like having a personal assistant for smaller tasks once it is set up.”

Staff development has also been significant. College departments that took part reported freeing up hours of time previously spent on repetitive paperwork. This enabled them to focus more on building relationships with employers and learners.

The course has equipped learners with practical skills that are immediately transferable to work and study. As Daniel puts it: “Somebody with AI skills on their CV is more likely to get the job than somebody without them. This course is about equipping people for that reality.”

Next steps

Barnsley College intends to continue developing its AI provision with Gateway Qualifications. Plans include:

• Extending delivery to younger learners and to higher levels
• Monitoring how graduates apply their AI skills in work and further study
• Sharing practice with other colleges to reduce duplication and speed up adoption

As Daniel explained: “Technology moves faster than education. The best way to respond is to give learners the confidence to use tools like AI safely and effectively, and to share our learning across the sector.”

The Barnsley College experience demonstrates that AI can be introduced into FE provision without the need for brand new qualifications. By using Gateway Qualifications’ flexible units, colleges and ITPs can design inclusive, project-based courses that reflect their learners’ interests and local employers’ needs.

AI can be presented as a new frontier of digital literacy. With thoughtful design, practical projects and a focus on confidence-building, FE providers can equip learners with skills that are both immediately useful and highly valued by employers.

Lessons learned

Five valuable lessons from Barnsley College’s work with Gateway Qualifications:

1. Flexibility supports relevance: Working with Gateway Qualifications allowed us to be creative without compromising quality. Their framework enabled us to design what was most impactful and relevant to learners’ needs.
2. Hands-on experience is essential: Learners gained confidence through direct use of AI rather than through abstract discussion.
3. Quality assurance requires a focus on process: By evidencing the journey rather than the output, Barnsley College was able to meet IQA and EQA requirements.
4. Staff training creates momentum: Involving staff from non-teaching areas helped build confidence across the college.
5. Misconceptions can be challenged: Presenting AI as a supportive tool rather than a threat encouraged adoption and enthusiasm.

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