Around 500 second-level educators are gathering in Wexford this week for the annual convention of the Association of Secondary Teachers, Ireland (ASTI). The conference, which began Tuesday, April 7, 2026, and runs through Thursday, arrives at a critical juncture for the Irish education system as teachers grapple with a combination of systemic workload pressures and the disruptive emergence of generative technology.
The AI, pay, workload to be debated at ASTI convention serves as the central theme for the gathering, reflecting a workforce that feels increasingly strained. According to the Association of Secondary Teachers, Ireland, research indicates that new initiatives and additional demands on second-level schools have created an unsustainable operate burden, contributing to increased levels of stress among teaching staff.
Among the most pressing issues is the integration of the new Senior Cycle Redevelopment Programme. Teachers are raising alarms over the “verification issues” associated with new Leaving Cert Assessments, specifically regarding how to ensure that students are not using artificial intelligence to complete their project work. This tension is set to be a primary focus of the debates as Minister for Education and Youth Hildegarde Naughton is scheduled to address the delegates.
The AI Challenge and the ‘Verification Crisis’
The intersection of artificial intelligence and academic integrity has develop into a focal point of the ASTI’s concerns. The union is specifically highlighting a lack of clarity regarding the use of AI by students in completing project work known as Additional Assessment Components (AACs). These components are significant; for pupils sitting the Leaving Cert in 2027, an AAC will account for at least 40% of their final grade in nine new and revised subjects as reported by RTÉ.
The nature of these AACs varies by subject but often requires students to research, write, and submit a detailed report. The ASTI conducted a survey of 1,591 teachers, which revealed that an overwhelming majority expect significant difficulties in verifying whether the work was completed solely by the student or generated by AI. This has led to warnings that the standard of Irish second-level education could be threatened and that inequality could be heightened if these changes are rushed through without proper safeguards.
Beyond the issue of academic honesty, there is a growing concern regarding “digital poverty.” Delegates are expected to demand a significant increase in IT resourcing, including the provision of laptops for students. The union argues that students in schools lacking adequate facilities and resources for the effective implementation of AACs may be unfairly disadvantaged compared to their peers in better-equipped institutions.
Workload and the Teacher Supply Crisis
The debate over workload is not merely about hours spent in the classroom, but about the cumulative effect of administrative demands and the rollout of new curricula. ASTI members have warned of a distinct lack of training provided to teachers tasked with implementing the new and revised Leaving Cert subjects. This gap in professional development, combined with increased assessment loads for students, has contributed to a climate of burnout.
This instability feeds into a broader teacher supply crisis. The ASTI has emphasized that the education of children and young people is fundamentally dependent on a strong and supported teaching workforce. When the burden becomes unsustainable, the profession risks losing veteran educators. The union’s focus on “unsustainable work burdens” is a direct response to the rising levels of stress reported by its members across the country.
The Senior Cycle Redevelopment Conflict
The friction between the teaching workforce and the implementation of new policies is evidenced by previous votes. In May 2025, ASTI members voted to reject the document titled “Senior Cycle Redevelopment – Implementation Support Measures” by a margin of 68% to 32% according to ASTI official records. This rejection underscores the disconnect between the government’s implementation plans and the reality of the classroom experience.
Financial Pressures and Pay Demands
Alongside technology and workload, pay remains a cornerstone of the convention’s agenda. Teachers are seeking compensation that reflects the current economic climate and the increased complexity of their roles. The debate over pay is inextricably linked to the workload issue; as the demands of the Senior Cycle Redevelopment increase, teachers argue that the professional compensation must align with these new responsibilities.
The union’s stance is that without addressing the financial and systemic pressures, the “teacher supply crisis” will only intensify. The convention in Wexford serves as a platform for these demands to be formalized and presented to the Ministry of Education, with the goal of securing better conditions for second-level teachers nationwide.
Key Takeaways from the ASTI Convention
- AI Integrity: Teachers are struggling to verify student work for Additional Assessment Components (AACs) which can account for 40% of a final grade.
- Resource Gaps: Demands for increased IT resourcing and laptops to prevent students in under-resourced schools from being disadvantaged.
- Workload Stress: A reported “unsustainable work burden” fueled by new initiatives and a lack of training for revised Leaving Cert subjects.
- Policy Rejection: A strong history of member opposition, including a 68% rejection of implementation support measures in May 2025.
- Systemic Risk: Warnings that the reputation of Irish education and the teacher supply are at risk if these issues are not addressed.
The convention concludes on Thursday, April 9, 2026. The next key development will be the response from Minister Hildegarde Naughton following her address to the delegates and the subsequent formal motions passed by the 500 attending teachers.
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