AI in Education: Conversations That Shape Tomorrow

In this episode, we spotlight Adam, the co-founder of Stick’Em, the innovative startup that just won the prestigious $1 million Hult Prize. He explains how his team develops a robot

In this episode, Daniel speaks with Muireann Hendriksen, the Principal Research Scientist at Pearson, about her team's recent research study called "Asking to Learn" The study analysed 128,000 AI queries from 9,000 student users to gain deeper insights into how students learn when they interact with AI study tools. Their key finding revealed that approximately one-third of student queries demonstrated higher-order thinking skills. Their conversation also explores important themes around trust, student engagement, accessibility, and inclusivity, as well as how AI tools can promote active learning behaviours.

Leena, Alicia and Swati from GEMS Winchester School Dubai, share their remarkable journey to achieving AI Quality Mark gold status. Over 12 months, they developed a school-wide AI strategy by establishing an AI core team, working party, and champions across both primary and secondary divisions. Their systematic approach also included AI tool evaluation through detailed risk assessments, and the creation of a bespoke AI literacy programme for their teachers. Their conversation reveals how they engage all stakeholders, including teachers, students, and parents, to cope with the challenges of this rapidly evolving technology and prepare students for an AI-infused world.

This episode features Matthew Pullen from Jamf, who talks about what thoughtful integration of technology and AI looks like in educational settings. Drawing from his experience working in the education division of a company that serves more than 40,000 schools globally, Mat has seen numerous use cases. He distinguishes between the purposeful application of technology to dismantle learning barriers and the less effective approach of adopting technology for its own sake. He also asserts that finding the correct balance between IT needs and pedagogical objectives is crucial for successful implementation.

Many schools begin their AI journey by formulating AI policies. However, Matt King, Director of Innovative Learning at Brentwood School, reveals their preference for establishing guiding principles over rigid policies considering AI’s rapidly evolving nature.

Alex was genuinely fascinated when reviewing transcripts from his research interviews and noticed that students consistently referred to AI as "they," while adults, including teachers, used "it." This small but meaningful linguistic difference revealed a fundamental variation in how different generations perceive artificial intelligence. As a teacher, senior leader, and STEM Learning consultant, Alex developed his passion for educational technology through creating the award-winning "Future Classroom", a space designed to make students owners rather than consumers of knowledge. In this episode, he shares insights from his research on student voice, explores the race toward Artificial General Intelligence (AGI), and unpacks the concept of AI "glazing". While he touches on various topics around AI during his conversation with Daniel, the key theme that shines through is the importance of approaching AI thoughtfully and deliberately balancing technological progress with human connection.

This podcast episode was recorded during the Watergrove Trust AI professional development workshop, delivered by Good Future Foundation and Educate Ventures. Dave Leonard, the Strategic IT Director, and Steve Lancaster, a member of their AI Steering Group, shared how they led the Trust's exploration and discussion of AI with a thoughtful, cautious optimism. With strong support from leadership and voluntary participation from staff across the Trust forming the AI working group, they've been able to foster a trust-wide commitment to responsible AI use and harness AI to support their priority of staff wellbeing.

This episode features Thomas Sparrow, a correspondent and fact checker, who helps us differentiate misinformation and disinformation, and understand the evolving landscape of information dissemination, particularly through social media and the challenges posed by generative AI. He is also very passionate about equipping teachers and students with practical fact checking techniques and encourages educators to incorporate discussions about disinformation into their curricula.

With her extensive teaching experience in both mainstream and special schools, Bukky Yusuf shares how purposeful and strategic use of technology can unlock learning opportunities for students. She also equally emphasises the ethical dimensions of AI adoption, raising important concerns about data representation, societal inequalities, and the risks of widening digital divides and unequal access.