'School of the future' scenarios remain a popular means of animating policy, industry and public debates around issues relating to technological, economic, societal and environmental change. To date, these scenarios rarely involve the perspectives of school students. Purpose of the research: This study explores how scenarios can be used to engage school children in futures thinking, particularly regarding the uncertainties surrounding artificial intelligence and its environmental and energy implications. The research aims to develop participatory tools to help diversify future narratives about schools and foster young people's 'futures literacy' and critical thinking about the future. Major findings: Analysis of 70 'future schools' scenarios from 18 existing industry reports revealed limited approaches to climate change, energy and environmental implications of AI technology. These findings informed the design of scenario cards for engaging young people in imagining their own future schools, challenging dominant policy and industry expectations. Conclusions: The study contributes to knowledge in education and energy by combining scenario development from both sectors. It progresses all stakeholders towards desirable and resilient 'AI energy futures' by involving children and young people in the development of futures scenarios, addressing a gap in current scenario-building practices which have typically excluded student perspectives.