The launch of the groundbreaking ChatGPT-3 chatbot to the public in November 2022, followed by a number of other comparable systems, not only redefined how school students can access the internet but also increased the focus on their communication of content knowledge. A prerequisite for generative Artificial Intelligence (GAI) to promote equality and inclusion is for students to be able to formulate their requests for output in natural language, as well as to understand and critically apply this output. This chapter presents a theoretical framing for this form of communication. In particular, it presents an innovation model that can serve as a guideline for school-wide improvement of teaching, learning, and assessment practices. This research-based model aims to maximise the benefits of using GAI in terms of quality and inclusion while minimising the drawbacks for students in K-12 education. The model includes six constituent aspects of regular use situations. School research indicates that these essential constituents largely influence students’ motivation for learning activities, perceived self-efficacy, and learning outcomes. The chapter, therefore, suggests that education professionals should consider these six constituents to enhance the quality of future applications of GAI in inclusive learning environments.