MIKE FINLAY, HEADTEACHER, SPRINGWATER SCHOOL; BOARD MEMBER, WHOLE EDUCATION; SEND ADVISORY GROUP MEMBER, CHALLENGE PARTNERS, UK The rise of Artificial Intelligence (AI) in education brings both opportunities and uncertainty. For pupils with Special Educational Needs and Disabilities (SEND), AI offers the potential for more responsive and personalised support. Yet concerns around ethics, bias and data […]
FRANCESCA DE GARIS, AI TRAINING AND DEVELOPMENT LEAD, ELIZABETH COLLEGE, GUERNSEY Let’s briefly imagine that a generative AI (GenAI) system was adopted at scale in education and used as personal learning assistants for students. Every student is given full access, and it is used to teach all current subjects. It is trained on the national […]
ELÍAS VALDUEZA GARCÍA, DEPARTMENT OF LANGUAGES, HARROW INTERNATIONAL SCHOOL HONG KONG, HONG KONG SAR In this article, I reflect on my use of a number of AI tools with my students at Harrow International School, analysing their views and finding common ground with educational research on the use of AI tools in language learning. I […]
JAMES RAWBONE, HEAD OF ADDITIONAL EDUCATIONAL NEEDS, ST LAWRENCE COLLEGE, UK Pontius Pilate once asked, ‘What is truth?’. An answer to such a question is beyond the remit of this article; Benjamin Freud (2025) reminds us that as teachers, however, it is important that we can be confident that the material we present to our […]
LUCY RYCROFT-SMITH, FACULTY OF EDUCATION, UNIVERSITY OF CAMBRIDGE, UK It has been difficult to escape conversations about AI (artificial intelligence) in education in the last year. We have had an explosion of talks, articles, research papers, conferences, blogs and social media posts with the embedded assumption that AI is a game-changing tool we should all […]
Alison Eason, Head of the Additionally Resourced Provision (ARP), Chalgrove Primary School, UK As head of Forest Lodge, Chalgrove Primary School’s Additionally Resourced Provision (ARP) for children with special educational needs and disabilities (SEND), I am inspired every day by the joy on our pupils’ faces when they’re doing something creative. Seeing a non-speaking child’s […]
Overview The Department for Education are seeking schools and colleges to trial innovative EdTech tools across England. We invite applications from: All primary and secondary schools. Special educational needs (SEN) schools All further education providers. Why your views matter The Department for Education is launching an EdTech Impact Testbed Pilot to evaluate innovative educational technologies. […]
ROBERT WHYTE, DIANA KIRBY AND SUE SENTANCE, RASPBERRY PI COMPUTING EDUCATION RESEARCH CENTRE, UNIVERSITY OF CAMBRIDGE, UK Introduction As artificial intelligence (AI) plays an increasingly important role in everyday life, there is a rapidly growing demand to inform and educate young people about how it works and its impact on society. AI and data science […]
TAREK EL BABA, FACULTY OF EDUCATION, MAKASSED UNIVERSITY OF BEIRUT, LEBANON Introduction The integration of Artificial Intelligence (AI) tools in K–12 (ages 5-18) education is no longer a futuristic concept but an ongoing reality. AI technologies such as adaptive learning platforms, automated grading systems and AI-powered teaching assistants are reshaping teaching and learning by offering […]
LAURA KNIGHT, MED PGCE FCCT FRSA CMG FOUNDER AND CEO, SAPIO LTD, UK Children in the 2020s are growing up in environments shaped by algorithmic systems that influence what they see, how they connect, and how they feel. These are not merely social media platforms, but AI-driven ecosystems designed to recommend, generate, and adapt content, […]
RYAN GREEN, DIRECTOR, EMERALDS INTERNATIONAL SCHOOL, PORT SAID, EGYPT Recent research provides useful frameworks for evaluating the risks and responsibilities involved in adopting AI (artificial intelligence) in schools. Floridi and Cowls (2019) offer principles such as fairness, accountability, and explainability; relevant when assessing tools that automate grading or flag student behaviour. Chelladurai and Bhatia (2023) […]
JOE ARDAY FCCT, COMPUTER SCIENCE TEACHER, BRENTWOOD COUNTY HIGH SCHOOL (PART OF THE OSBORNE CO-OPERATIVE ACADEMY TRUST), UK As an educator, I know that students adapt very quickly to the latest technology and AI has been no exception to this. For many young people, artificial intelligence (AI) is considered to be the best thing since […]
OMAR MURTAZA, DEPUTY HEAD OF SECONDARY AT THE BRITISH SCHOOL IN TOKYO, JAPAN At the British School in Tokyo, we’ve been exploring two simple but powerful ways Artificial Intelligence (AI) can support our teachers: helping write reports and supporting them to practise difficult conversations. Both examples show that, when used thoughtfully, AI can do more […]
JONATHAN MARSHALL, ASSISTANT HEAD ACADEMIC DEVELOPMENT, ST ALBANS HIGH SCHOOL FOR GIRLS (STAHS), UK Introduction This article explores how an independent secondary school in Hertfordshire with 798 students drew up an artificial intelligence (AI) policy and strategy which balances caution with opportunities for students to learn to use the technology wisely. Specifically, our aims are […]
BEN SCOTT, SCIENCE TEACHER AND DIGITAL LEADER, ST ALBANS SCHOOL, UK Introduction This May, digital leaders across 10 independent schools in the southeast of England met for a day of collaboration to share examples of good practice and initiatives they are embracing within their institutions. Before attending, guests were asked ‘What upcoming challenges are your […]
Speakers Aaron Patching, Digital Lead and Design Teacher Matthew Wemyss, Assistant School Director, Cambridge School of Bucharest The examples of AI use and specific tools in this article/case study are for context only. They do not imply endorsement or recommendation of any particular tool or approach by the Department for Education or the Chartered […]
Speakers Aaron Patching, Digital Lead and Design Teacher Joe Arday, Computer Science Teacher, Brentwood County High School The examples of AI use and specific tools in this article/case study are for context only. They do not imply endorsement or recommendation of any particular tool or approach by the Department for Education or the Chartered […]
Speakers Aaron Patching, Digital Lead and Design Teacher Joe Arday, Computer Science Teacher, Brentwood County High School The examples of AI use and specific tools in this article/case study are for context only. They do not imply endorsement or recommendation of any particular tool or approach by the Department for Education or the Chartered […]
Speakers Matthew Wemyss, Assistant School Director, Cambridge School of Bucharest Aaron Patching, Digital Lead and Design Teacher The examples of AI use and specific tools in this article/case study are for context only. They do not imply endorsement or recommendation of any particular tool or approach by the Department for Education or the Chartered […]
Speakers Joe Arday, Computer Science Teacher, Brentwood County High School Matthew Wemyss, Assistant School Director, Cambridge School of Bucharest Aaron Patching, Digital Lead and Design Teacher The examples of AI use and specific tools in this article/case study are for context only. They do not imply endorsement or recommendation of any particular tool or […]
