Good Future Foundation is here to equip all
educators to confidently prepare all students,
regardless of background, to benefit from and succeed in an AI-infused world.
Daniel has over 14 years of experience in traditional education, where he focussed primarily on global education, senior leadership, curriculum design, financial planning, student and staff recruitment, events management and residential programmes. While working as the Director of Global Education at Felsted School, he also served as the Designated Safeguarding Lead, Mental Health First Aider and Round Square Representative responsible for overseas student exchanges and conferences. Last year, Daniel made the move to Goodnotes, where he leads a research initiatives dedicated towards better understanding the future of AI in education. Daniel holds a First Class Bachelor's Degree in Media Arts, a Masters Degree in International Relations, a Level 7 Diploma in Teaching English as an Additional Language and an MBA from Anglia Ruskin. In 2024, Daniel also became the first Executive Director for Good Future Foundation, a UK non-profit that aims to address the digital divide in schools.
As Operations Manager at Good Future Foundation, Esther brings over 10 years of experience from the social services sector in project management and community development. Previously a Senior Project Manager at Keswick Foundation, she managed grant programs and stakeholder relationships. She focuses on implementing strategies that align with organisational goals to create meaningful impact. Esther holds a Master's Degree in Behavioral Health and a Bachelor's Degree in Politics and Public Administration from The University of Hong Kong.
Jim Knight works in education, digital technology and as a legislator.
He is a director of Suklaa Ltd, providing advice to clients in education.
Jim is the Chair of trust board of E-Act Multi Academy Trust, and chair designate of the Council of British International Schools. He is a board member of Century-Tech, MACAT International and Educate Ventures Research Ltd, he sits on advisory bodies for Nord Anglia Education, Pearson and BETT.
As a government minister and MP, Jim’s portfolios included rural affairs, schools, digital and employment. He was a member of Gordon Brown’s Cabinet, before joining the Lords in 2010. He regularly speaks in the Lords on education and technology policy.
Jim Knight chairs the boards of E-Act Multi Academy Trust, the Council of British International Schools, Century-Tech Ltd, and Educate Ventures Research Ltd. As a government minister Jim’s portfolios included rural affairs, schools, digital and employment, before joining the Lords in 2010. He is active in the Lords on education and technology policy.
Steven is the founder and CEO of Goodnotes, a beloved digital note-taking app that won the “Apple's 2022 iPad App of the Year” award. Steven studied maths and physics in Australia and wrote GoodNotes 1 by himself in his last semester of university. Goodnotes was a one-person company for five years until the Apple Pencil came out in 2015, and the company has been growing steadily to more than 200 people with offices in London and Hong Kong. Goodnotes has more than 24 million active users around the world and is pioneering generative AI for digital handwriting in the productivity space.
Ming Chen is Chief Culture Officer at EF Education First, the world's largest privately-held international education organization. Ming has launched multiple educational and travel products in China, Asia, U.S., Europe and emerging markets. She earned both her Bachelor and MBA degrees from Harvard and has significant non-profit board experience as a board member of: The Keswick Foundation, Hult International Business School, and the advisory council of The Asian American Foundation. Ming and her identical twin sister have authored three children's books, most recently "Escape: One Day We Had To Run" which was named the best middle grade nonfiction book by Kirkus Books in 2021. She is a compulsive runner, on a quest to complete 100 marathons (currently she has run 80).
Dr. Minh Tran is the Vice President of Operations and Academic Affairs at Goodnotes, a beloved digital note-taking app that won Apple's 2022 iPad App of the Year. With a BA in Psychology from Yale University and a Doctorate in Education from the University of Hong Kong, Dr. Tran started his career as a 5th grade math and science teacher in Los Angeles and Yale-China teaching fellow at the Chinese University of Hong Kong. Prior to Goodnotes, Dr. Tran was the Executive Director of Academic Affairs at EF Education First, where he advised governments in more than 20 countries on large-scale assessment and training initiatives, and the founding Executive Director of Bloom KKCA Academy, a new K-12 bilingual school of innovation. Dr. Tran is also a Board Trustee of CUHK's New Asia College and the Yale-China Association.
Dr Andy Kemp is Principal of The National Mathematics and Science College, based in the Midlands on the edge of the Warwick University campus. The National Mathematics and Science College is the top performing specialist STEM sixth form day and boarding school in the UK. Joining NatMatSci was something of a homecoming for him as he studied for his BSc in Mathematics, PGCE, MSc and EdD in Mathematics Education all at the University of Warwick. More recently he has completed his MBA at UCL in 2017.
He has spoken at conferences around the world in relation to the role that technology plays in education, and in particular mathematics education, and has been published in several journals, magazines, and collective works.
Bukky Yusuf is an author, leadership coach, public speaker, trustee and Thought Leader with over twenty years teaching experience. She has undertaken several leadership roles within mainstream and special school settings, centring around professional development programmes, quality first teaching and learning and effective implementations of Educational Technology.
Beyond the classroom, Bukky has a variety of Ed(ucation) Tech(nology) experiences which includes participating as a judge for The EdTech50 Schools, BETT Awards and serving as an Education Board Member for Innovate My School. She was appointed by the Department of Education as co-chair for the EdTech Leadership Group.
Laura Knight is Founder of Sapio Ltd, a consultancy specialising in digital strategy and innovation. She was previously Director of Digital Learning at Berkhamsted School (2013 – 2024) and worked as a teacher for twenty years across both the maintained and independent sectors.
Laura is an expert in leading the strategic development of technology for teaching and learning, 1-1 devices, artificial intelligence, staff training in digital skills, and online safeguarding.
Laura is a disruptive thinker, international keynote speaker, coach, and consultant, and is passionate about creative problem-solving. She supports leaders in schools, universities, and commercial organisations with exploring the art of the possible, and leverages technology to transform outcomes, systems, and teams. Her new book The Little Guide for Teachers on Generative AI will be published by Sage in the autumn.
Laura works with the Independent Schools Council Digital Advisory Group, the EDUtech Europe Advisory Board, and is a leading member of the Bourne-Epsom Protocol; a national cross-sector working group on AI in education. She has also worked as an expert advisor to international governments on educational policy and provides training and input for associations such as the Independent Schools Association, the Independent Schools Teaching Induction Panel, the Society of Heads, and the Independent Schools’ Bursars’ Association.
Yetty Williams advocates for responsible digital citizenship. She is also a digital parenting coach and a highly regarded expert in her field. She brings a wealth of knowledge and experience to digital parenting.
She is the author of the book Digital Savvy Parenting: What the World Urgently Needs, where she offers an essential guide for parents, educators, and caregivers raising children in a technology-driven world.
Her expertise as an integrative coach is vast, including training in neuro-linguistic programming, cyberpsychology, cognitive behavioral therapy, online safety, and child safeguarding. Yetty is committed to helping parents navigate the challenges of raising children in a digital world while promoting healthy habits and responsible online behavior. She has an MBA from the Yale School of Management, is accredited as a coach with the EMCC (European Mentoring and Coaching Council), and is an alumnus of the OLCA Coaching Academy.
Through her extensive training, Yetty has empowered countless families to establish positive digital environments and ensure their families well-being. Her insights and guidance have proven invaluable in fostering a balanced approach to smartphone usage and instilling the importance of digital citizenship.
Yetty is popularly known for her parenting community, LagosMums, which started locally in Lagos, Nigeria, and has now grown globally to reach parents in various parts of the world.
To stay updated on Yetty's work, engage her for coaching or speaking engagements, and gain further insights into responsible digital parenting, connect with her on LinkedIn or Instagram.
Fraser Halliwell is a teacher and school leader with nearly 30 years experience in a variety of educational settings, including maintained, independent and international sectors. The focus of his career has been to create the conditions in schools to allow children to thrive in an uncertain world.
His passion for global education and the need now, more than ever, to teach children to become active and responsible global citizens has been a focus of his work in the U.K., Colombia and through the Round Square network.
Most recently, Fraser led Radnor House School, Sevenoaks, as Head and spearheaded developments in digital learning through the pandemic and beyond. Previously, he served the community of Colegio Anglo Colombiano, Bogotá, as Head of Secondary for 11 years and brought inquiry and concept-based approaches to the forefront of pedagogical practice.
While in Colombia, Fraser was instrumental in building global education at his school by welcoming hundreds of international student visitors to Colombia and broadening his students’ horizons to experience the social and cultural diversity of the wider world. As an original contributor to the Round Square Discovery Framework, Fraser has helped schools throughout the world to integrate character education in their curriculum planning.
Fraser holds a MEd in International Education Administration from Endicott College, Massachusetts and a BSc and PGCE from Bristol University, UK. He is looking forward to continuing his learning journey with Nord Anglia Education at Hamelin-Laie International School, Barcelona, where he has recently been appointed Head of Secondary.
Clare Sisisky is currently the Executive Director of the Global Education Benchmark Group (GEBG), a non-profit organization that supports its 350+ member schools around the world in all aspects of global education. Clare has written and spoken widely on intercultural competence and global citizenship in K-12 education, and worked with hundreds of schools to design, develop, and assess their programs. She recently co-authored the chapter “Global Engagement, Perspective Sharing, and Future Seeing in and Beyond a Global Crisis” in the book Flux Leadership: Real time inquiry for humanizing educational change and an article in Teachers College Review on young alumni perspectives on their intercultural learning experiences in high school.
She spent twenty years as a teacher and senior administrator at independent and public schools in the US, including 8 years at the Collegiate School in Richmond, Virginia as the Founding Director of the Institute for Responsible Citizenship and the Director of Strategic Planning, where she led all global engagement, DEI, entrepreneurship, service-learning, and sustainability curriculum, programs, and faculty professional learning. She previously worked as the director of the Center for the Humanities in Henrico County Public Schools, for the National Committee on U.S.-China Relations in Beijing, and was on the faculty at Phillips Academy Andover.
Clare was a founding Board member of the Global Education Benchmark Group and served two terms as a Board member of the Council for Standards in International Education Travel (CSIET). She earned a master’s degree from Harvard University and a doctorate in education from the University of Pennsylvania. Clare serves as a Research Associate and adjunct faculty member with the Klingenstein Center at Teachers College, Columbia University where her research focuses on climate action education.
Mariana Resende Fernandes holds a Masters in Applied Linguistics (UFPR),having graduated in Pedagogy (USP) with a specialization in Bilingual Education (Instituto Singularidades) and in Values-Based Education (UCL). With more than 20 years of experience in bilingual schools in Brazil, she is dedicated to studies on global competence and the development of socioemotional skills through Experiential Education practices. Mariana believes in the power of Education to promote citizenship, both digital and global, and engagement actions in an increasingly interconnected world.
Utilising his passion for football and his extensive knowledge as a former goalkeeper for Brentford FC, Troy has taken on the role of Chairman at Norton FC. He has implemented positive strategies to enhance player agility, teamwork ethics, and overall performance, leading the club to flourish.
Troy's ultimate goal is to create opportunities for the youth and promote a fairer society. He firmly believes that young people are the key to shaping the future, even in uncertain times. This belief drives his unwavering commitment to utilising his skills and knowledge, both in his professional and voluntary roles, to help and inspire others in acquiring new skills and pursuing their dreams.
Vikki Weston is Director, Efficacy and Learning at Pearson. She’s spent the last decade of her career focused on measuring the impact of Pearson’s products and services and ensuring that evidence about learning underpins Pearson offerings. In her role, she also delivers thought leadership activities for Pearson on topics such as AI in Education, Learning to Learn, and the Future of Work and Skills. She is a certified Scaled Agile Coach and has a BA in Drama and Creative Writing from Royal Holloway University of London. She lives in South Wales with her husband, son and cat.
Joseph Lin is a teacher and curriculum developer specialising in EdTech and Gifted Education. He has trained over 10,000 educators, students, parents, and industry leaders on GenAI literacy and applications, and he also conducted one of Hong Kong's first pilot courses investigating the use of AI in creative writing and speech lessons, in collaboration with the Education Bureau's Hong Kong Academy for Gifted Education in March 2023.
He helps tramplus, a sister company of Hong Kong Tramways, teach 3D modelling and AR/VR design using Blender, and he promotes GenAI literacy and adoption for Solomon Group, a social enterprise and think tank. As Head of Learning, Joseph also develops interactive online learning content for Being Patient, a news platform dedicated to Alzheimer's Disease and brain health. Previously, he collaborated with the European Union’s Centre for Global Affairs in arts education projects, consulted for Radio Television Hong Kong’s Educational Television unit, and taught at The Chinese University of Hong Kong.
Some of Joseph’s favourite subjects to teach include debate, design thinking, and literature, and he has in-curriculum and extra-curricular teaching experience at the primary, secondary, and tertiary levels. He holds an MSc in Digital Education from the University of Edinburgh, MA and BA degrees from The Chinese University of Hong Kong, and MIT Expert Trainer certification in Educational Mobile Computing.
Tahir Hussain is the Founder and Managing Director of the German non-profit company 21future. 21future empowers young students aged 9-16 to become future-fit through conducting one-week learning journeys at schools - with a focus on sustainability (through a format called "SDG Learning Journey") and personal growth and orientation ("I Learning Journey"). 21future has been active since 2017, currently working together with more than 30 schools in Germany - with a particular focus on students from underprivileged backgrounds. 21future wants to expand its scope within Germany to 1,000 schools by 2030 and is also planning to expand internationally.
Prior to launching 21future, Tahir held leadership positions at various multinational companies, including Amazon (in Germany, China and the US) and the German media company Bertelsmann (1 year in Shanghai, 8+ years in South Korea). Tahir continues to advise companies (McKinsey Senior Advisor, Zalando External Consultant) and believes that every leader, every human being who has the luxury to do should devote significant time and effort to "giving back" in areas that help shape the future of humanity. He is passionate about helping to make sure that every child, regardless of his or her background, can benefit from a future-oriented learning experience at school that matches the expectations and needs of the personal and professional world we live in.
Tahir holds an MSc. and BSc. Degree from the London School of Economics and an MSc. from the Community of European Management Schools (CEMS) and spent four months as exchange student at HEC in Paris. He is married and the proud father of two kids - in his spare time, he loves all kinds of sports and has, since 2021, started to spend several days a year as volunteer at major sports events (including the upcoming 2024 European Soccer Championships in Germany).
Bettina is a Clinical Psychologist who works in the field of child and adolescent mental health and neurodiversity. Her academic achievements include two doctorates and she is a Senior Teaching Fellow at UCL, lecturing widely at graduate and post-graduate level. She is passionate about helping adults understand and connect with young people as she believes strong relationships are at the heart of well being. She is an author (The Incredible Teenage Brain: everything you need to know to unlock a teen’s potential, 2019 and How to Have Incredible Conversations With Your Child, 2021), broadcaster (BBC TV and radio) and podcaster (Just One Thing For Parents). Bettina brings expertise in mental health, neuroscience and the teenage brain to any room she is in, with the aim of understanding how to create an environment that balances the need to protect young people and provide fertile ground for growth and development.
Thomas Sparrow is a correspondent and fact-checker in Germany. His main focus as a fact checker is to detect and debunk disinformation on social media, in particular claims created or enabled by artificial intelligence. Sparrow frequently visits schools around the world to discuss with teachers, parents and students, the challenges posed by disinformation especially for young audiences. Through his workshops, students learn how they can implement basic fact-checking techniques to detect disinformation on their own social media channels.
Alec is a 2nd year Data Science (BSc) student at the University of Bristol in England.
“As a student of Data Science I encounter AI in my academic life both within the course material and as a study tool that I and my coursemates use. I feel keenly that AI should not only be carefully used, but also ethically created. It is clear to anyone who uses the internet these days how easy it is for misinformation to spread due to careless use of AI, and the best way to counteract that is to teach the new generations what it is capable of and how to use it effectively."
Anvita is an engineering student from India, majoring in Computer Science and Artificial Intelligence.
“For me, AI education is crucial for shaping a future where technology benefits everyone. AI should be accessible to all, helping bridge disparities in knowledge and opportunity. However, it's not just about students learning AI; educators also need training to use it responsibly and effectively. This ensures they can teach future generations not only to harness AI's potential but also to consider its ethical implications, maximizing its benefits while navigating its challenges.”
Conrado is currently studying International Relations from Argentina.
“AI in education means enabling students from around the world to access good quality education regardless of their economic background. Being a current undergraduate student, I strongly believe AI has opened a whole new world of possibilities for innovation, creativity and opportunities that can impact such a variety of working sectors, as well as policy. These new tools have the power to change the education system by innovating in teaching techniques and boosting personalised and self-paced learning. Having the future arrived at our present, there is a need to come to terms with and explore new ways to make AI be a fruitful and positive breakthrough.”
Felicitas is an Argentinian student of Digital Business and Business Management at St. Andrew’s University in Buenos Aires. She previously attended St. Catherine’s Moorlands School, where she completed and passed the IB Diploma.
“I strongly believe in youth power and am interested in global studies, sustainability and inclusion. I have participated in different local, regional and international events and contests such as International Model United Nations, Uber Global Hackathon, Unplastify, ISA Short Film
Festival and UdeSA Camp. To me, AI in education represents a challenge she is eager to undertake! Nowadays, access to these powerful tools should be a must for every student. In order to do so, I believe that concepts such as internationalism, as well as teamwork are the path to follow.”
Kerem is from Turkey and is currently studying in Robert College of Istanbul.
“I perceive the use of artificial intelligence (AI) in education as an opportunity for us to bring the creative and thought-based skills of students out more by allowing AI to manage the knowledge-based and standardised parts of learning. Moreover, I believe that AI can support teachers by helping them visualise the personal needs of specific students, which helps making learning better for everyone.”
Khadijah is an enthusiastic student with a strong interest in artificial intelligence. She frequently used AI tools to help with her studies, particularly during finals, and enjoys bringing up AI in conversations to investigate its possibilities.
“For me, artificial intelligence in education is a game changer. It enables learning to be tailored to individual needs, resulting in more effective and individualized study sessions. I find that AI technologies respond well to my learning style, providing feedback and materials tailored to my specific needs. It's thrilling to consider how AI can continue to improve the educational experience for all.”
Victoria is from Buenos Aires, Argentina, currently studying Psychology.
“I'm deeply passionate about education and its power in younger generations. I strongly believe Artificial Intelligence is an impressive and influential tool in education that is making a rapid way into classrooms worldwide. From where I stand, there is always something new to learn about AI and how we can implement it best to our academic institutions. For me, being open to investigating AI and its many advantages and disadvantages is already a step forward into the future of education!”
Sawaira is from Pakistan, currently in the second year of my A-levels.
“I believe that the integration of AI in education will cause the system we know to evolve for the better. Incorporating AI will equip individuals to flourish in sectors where AI is now heavily prevalent. This is because the students exposed to AI in their formative years will not only gain invaluable experience but will also develop an incredible skill set. Furthermore, with AI, students will experience interactive learning, subsequently leading to greater engagement and, therefore, bridging the existing gap between educators and learners.”
Selin is currently studying at Robert College from Istanbul.
“I’ve worked for some NGOs related to arts and sciences before and recently founded my own with a friend on medical AI. Now, I am so excited to be a part of the Student Council! AI is such an influence that it's already rewriting history and altering the previous generation of non-AI integrated systems we developed. The field of education in particular needs to adapt to AI quickly, as building resilient students who can withstand the rapid technological changes is essential to the adaptability of the new systems we create.”
Valeria is a Colombian student of International Relations and Law at Pontificia Universidad Javeriana in Bogotá. She previously attended the italian school Colegio Italiano Leonardo Da Vinci, where she passed the Maturitá.
“I am interested in topics that regard global studies, security dilemas and international law. I have participated in different international events such as LASA 2024 and Congreso ISA-LAC y Redintercol 2023.
Artificial Intelligence has recently caught my eye, specifically its role in education. I have discovered that, in order to built a better future it’s essential that we understand and profit from AI. We need to create boundaries to make the most of this tool and still control the effect it has in our society, and to do that we need to start by spreading knowledge about what it is, what can it do and how to use it. It shouldn’t matter where you come from, this is the kind of knowledge that we all should be able to have. Most countries would benefit from applying AI in education, so children can have a more personalized learning experience and teaches more tools to pass on the knowledge in different and more creative ways.”