Ideas to help you learn better.
Research, methods and fresh perspectives to understand learning, build autonomy and help education evolve.
Published articles
Beyond EdTech Software: Will the Next Education Companies Sell Human Change?
EdTech software creates possibilities, but school context and educator practice determine whether it supports learning. A framework for vendors and buyers.
How Can Education Policy Keep Pace When AI Models Change Every Few Months?
Model updates move quickly; education policy can respond without constant rewrites. Separate durable principles from operational guidance and review the latter when evidence or risk materially changes.
AI in Vocational and Higher Education: Preparing Students for Jobs Already Changing
AI is changing tasks faster than education can predict job titles. This article shows how VET and higher education can connect domain knowledge, responsible AI use, authentic practice and evidence of transferable capability.
High School in the Age of AI: Do Homework, Exams and Career Guidance Need a Reset?
AI is changing homework, exams and career exploration in different ways. This article offers school leaders a practical framework for redesigning each around the learning goal, clear assistance rules and evidence students can explain.
Should Countries Create Independent AI Evaluation Bodies for Education?
Countries need credible, transparent ways to assess AI in education. Whether they need a new body depends on the functions already in place, the evidence gaps and who can act on the findings.
Big Tech in Schools: Innovation Partners or a New Kind of Dependence?
A school’s relationship with a technology provider is not simply a choice between partnership and dependence. The test is whether teachers can keep learning purposeful and leaders can change course when a product, price, policy or model changes.
Regional AI Learning Labs: What Schools Should Share—and Test Locally
Schools should not have to investigate every AI question alone. A useful regional lab shares methods, materials and limitations while helping each school judge whether findings fit its learners.
AI in Schools: What Estonia, France and South Korea Actually Show
Three countries can feature in the same AI headline while addressing different educational questions. A careful comparison separates teacher support, permission to use tools and learning about AI.
AI and the Education Divide: What Would Fair Public Investment Look Like?
A universal licence is easy to count. Fair educational opportunity requires a clearer account of what different learners can access, understand and learn—and which support public funds should provide.
Student Data and AI: Build Trust Before Deployment
A reassuring privacy statement is only a starting point. Follow one proposed classroom use through its inputs, generated records and unanswered questions before asking pupils to participate.
Does Your School Need an Independent AI Implementation Partner?
More software will not resolve every implementation problem. External help earns its place when its remit, independence and contribution to school capability are clear.
Should Teachers Co-Design the AI Tools Their Students Use?
A teacher on an advisory panel is not proof that classroom expertise shaped the product. Follow one learning problem into a requirement, a revised prototype and a testable response.
AI in Primary School: What Children Should Learn—and What They Should Still Do Alone
Learning about AI does not require every child to use a chatbot. Start with the capability being taught, then choose help that leaves that learning with the child.
Public–Private Partnerships for AI in Education: How to Put Learning First
Private expertise can support public education. A credible AI partnership makes educational purpose, evidence and public accountability clear before the pilot begins.
Teacher AI Readiness: Who Pays When School Tools Change?
A free course is one contribution to teacher AI readiness. Schools and suppliers still need to clarify who supports classroom adaptation, review and future product changes.
AI Education Integration Specialist: Does Your School Need One?
Schools may need someone to connect AI policy, teacher learning and classroom decisions. The case for a specialist begins with that work, not a fashionable title.
National AI in Education Strategy: How Governments Can Move at the Speed of Schools
Governments can act quickly on the support schools need while making expansion conditional on local capacity and educational evidence.
Schools and AI: Why Keeping Up Is the Wrong Goal
A product can change overnight. A school needs time to understand what that change means for teaching, expectations and learning. Progress starts with choosing what matters.
Future of Work Keynote Topics for 2027: What Leaders and Employees Need to Debate
The most useful future-of-work theme gives leaders and employees something specific to examine together. Choose the tension before commissioning the talk.
How to Plan an Enterprise AI Keynote That Goes Beyond Tool Demos
A compelling AI demonstration can open a conversation. Give it a clear job: helping the audience explain a decision, its evidence and what remains uncertain.