versions of scientists, authors, artists, pol- itical leaders and other historical figures can now be generated quickly. They can converse in the first person and create the impression that a student is speaking directly with someone from the past. The novelty may be engaging, but AI does not bring a historical figure back to life. It fills gaps, invents dialogue, uses emotional cues, recognizes patterns and constructs responses that may sound authentic while containing inaccuracies, distortions or fabricated information. In an era of misinformation and disinfor- mation, unlabelled simulations can blur the line between evidence, interpretation and fiction. They can rewrite history; re- inforce bias; and undermine the trusted, authoritative role of teachers. A policy adopted by delegates at ARA 2026 allows for thoughtful, instructional use of AI simulations or impersonations with two safeguards: historical simula- tions must be clearly labelled as nonliving entities, and they must be used in an appropriate instructional context. Teach- ers provide the evidence, perspective and critical analysis that technology cannot. AI may help students explore history, but it must never be permitted to redefine it or, in an age of misinformation and disinformation, distort it. Delegates also adopted a parallel policy that applies to living people, as AI can now easily reproduce with striking accuracy a person’s voice, image, likeness, elements of personality, communication style and unique mannerisms. When an AI simulation uses the identity of a respected teacher, Elder, scientist, artist, community member or public figure, students may naturally transfer credibil- ity and trust to whatever the system says. This “trust” can be undermined with an inaccurate or intentionally altered AI simulation of a living person. No person’s identity should be rep- licated and deployed in schools without their independent, full and informed con- sent. People have a right to determine how their voice, likeness and identity are used,
The decisions made now will shape the human boundaries of education for years to come, not only in Alberta and Canada but for teachers and school leaders around the world.
to understand how a simulation will func- tion and to know how it will be presented to students. Consent, transparency, teacher oversight and critical discussion are essen- tial. AI should never be allowed to borrow a person’s identity without permission. The two resolutions adopted at ARA 2026 are as follows: Simulations or impersonations of historical figures Be it resolved that artificial intelli- gence simulations or impersonations of historical figures require clear labelling as nonliving entities and that they only be used within an appropri- ate instructional context. Simulations or impersonations of living people Be it resolved that independent and informed consent be obtained for any artificial intelligence simulations or impersonations of living people and that they only be used within an ap- propriate instructional context. ALBERTA LEADERSHIP, CANADIAN ACTION This advocacy did not end in Alberta in the spring. The Association’s leadership on Provincial Executive Council carried it onto the national stage through the Canadian Teachers’ Federation’s annual general meeting in July 2026, at which teachers from across the country voted to establish the same ethical boundaries for AI companions and for simulations of historical figures and living people. Together, these positions mark a historic
first for the teaching profession and offer a principled Canadian response to technologies that are moving much faster than public policy and general awareness. Alberta teachers are leading because they acted before technology companies sell these systems to school jurisdictions and they become normalized. Teachers did not wait for widespread deployment or obvious harm. They distinguished useful AI from technologies that exploit human trust, and they translated professional concern into practical policy and, in doing so, took that leadership across Canada. From Alberta’s representative assem- bly to the national federation’s general meeting, teachers have asserted that professional judgment must guide the use of emerging technologies. The decisions made now will shape the human bound- aries of education for years to come, not only in Alberta and Canada but for teach- ers and school leaders around the world. Students deserve genuine human connection. They deserve caring adults, supportive peers, trusted school coun- sellors and, above all, the irreplaceable presence of a human teacher. Alberta teachers drew that line. Canadian teach- ers affirmed it. Now education systems everywhere have an example and can follow their lead. ATA ⊲ Youth at risk. See our Technology section on page 14 for more on AI companions and concerns being raised about their use by youth.
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THE ALBERTA TEACHERS’ ASSOCIATION
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