Education Futures

Svenia Busson & Laurent Jolie

A podcast about the future of education in the age of AI. We bring together interdisciplinary voices to explore how we can shape more desirable futures for learning.

  1. 1d ago

    Inside England's digitized curriculum, built for AI

    John Roberts is the Chief Executive of Oak National Academy, an NGO publicly funded by England's Department for Education to build a free, fully digitised national curriculum for England's schools. A former secondary school teacher and senior leader in the North West of England, he built his first reputation outside the classroom by founding Edapt in 2011, an independent edu-legal support service for teachers and school staff, where he remains chair. In April 2020, as COVID closed schools overnight, Roberts helped launch Oak as an emergency remote-learning platform — going from a WhatsApp conversation to a live site in 12 days, delivering over 130 million lessons between April 2020 and July 2021. He joined initially as Director of Product and Engineering before becoming CEO. Under his leadership, Oak evolved into what he calls the world's first fully digitised, machine-readable national curriculum: 13,000 lessons and roughly 100,000 resources across all 17 National Curriculum subjects, now used by one in three teachers in England. In September 2024, Oak launched Aila, England's first publicly available generative AI tool, now used by more than 60,000 teachers to plan lessons grounded in Oak's own openly licensed curriculum data. In this episode, John talks with Svenia Busson about: Why Oak scaled from a pandemic emergency platform into England's official digitised curriculumThe case for openly licensing school content under the UNESCO 2019 Recommendation on OERBuilding Aila — and the safety and quality failures (Americanisms, guessable multiple-choice distractors, chatbot risk around sensitive texts like Romeo and Juliet) that shaped its designWhy grounding AI in a rich curriculum corpus, including full lesson transcripts, beats one-shot lesson generationCognitive outsourcing vs. cognitive offloading — keeping teachers in the loop on lesson planningWhat Oak's open misconception datasets and curriculum knowledge graph (published on GitHub) enable for other builders, and how they compare to efforts like Eedi's misconceptions research with Google DeepMindWhy public digital infrastructure, not just AI models, is the missing layer in ed-tech — from the US's philanthropically funded Learning Commons to Anthropic's MCP standardOpen questions ahead: faster evaluation methods, the pending NFER/EEF evaluation of Aila, and England's 2028 curriculum change Find out more about knowledge graphs: https://www.tes.com/magazine/analysis/general/why-ai-gets-lesson-planning-wrong-and-how-fix-it Mentioned in this episode: Education Futures Fellowship A six-week programme starting on September 22nd, where seven world-leading experts in developmental psychology, neuroscience, and AI child safety will share everything they know with you: educationfutures.ai/fellowship.

    Inside England's digitized curriculum, built for AI
  2. 4d ago

    What the AI debate misses about the Global South

    Dr. Maria Mercedes "Didith" T. Rodrigo is a Professor in the Department of Information Systems and Computer Science at the Ateneo de Manila University in the Philippines, where she directs the Ateneo Laboratory for the Learning Sciences (ALLS) and co-heads the Ateneo Virtual, Augmented and Mixed Reality Laboratory. For over two decades she has studied what students actually do and feel while learning with technology — detecting boredom, confusion, frustration and engaged concentration from interaction data inside intelligent tutoring systems, educational games and programming environments. She is a former President of the Asia-Pacific Society for Computers in Education (APSCE) and a recipient of its Distinguished Researcher Award, and sits on the Executive Committee of the International Artificial Intelligence in Education Society. Her opinion piece "Is the AIED Conundrum a First-World Problem?" (International Journal of Artificial Intelligence in Education) argued that the classrooms most likely to benefit from AI are the ones structurally least able to deploy it. In July 2025 she delivered the keynote "The Technopolitics of AIED: A Developing Country's Perspective" at the AIED conference in Palermo, and later that year argued for culturally-responsive AI at the K-EDU EXPO in Korea. In this episode, Didith talks with Svenia Busson about: Why AI in education is built on Western psychological constructs — and whether boredom in Manila is the same as boredom in MichiganThe Scooter experiment: US students deliberately provoking a scolding animated dog, Filipino students insisting "Scooter cares about me""Gaming the system" — why students in the Philippines pretend to work rather than walk out, and what generative AI does to that instinctFindings from WHIMC, the University of Illinois Minecraft science environment, where lower-performing Filipino students made almost no observations — the cost of saving faceTesting LLM grading bias on Filipino English, after earlier work showing essays written in African American English scored lowerAI Ed Unplugged — Seiji Isotani and Ig Ibert Bittencourt's Brazilian movement to design AI for classrooms with one device, one connection, and paper examsWhy she'd give the scarce resources to the teacher first — including the maths teacher assigned to teach relaxation massageEpistemic vigilance as the successor to critical thinking, and why friction, confusion and struggle have to be designed back inThe trade-offs a Global South education minister actually faces — including feeding programmes, because hungry children cannot learn Mentioned in this episode: For those who wish to know more about the Education Futures fellowship: https://educationfutures.ai/fellowship

    What the AI debate misses about the Global South
  3. Aug 27

    Building schools where 25 Million have none

    Zia Akhter Abbas is President & CEO of The Citizens Foundation (TCF), one of the world's largest privately-run networks of formal schools for low-income children and the largest private employer of women in Pakistan. He came to education sideways: an IB diploma at Lester B. Pearson United World College in Canada, an MBA from LUMS, then seventeen years in senior business and risk roles at Citi and Standard Chartered, plus a board seat at 1Link, Pakistan's leading payments switch. He left banking for TCF in 2014. For a decade he led TCF's global resource mobilisation, working with a volunteer movement across 14 countries, building the organisation's global governance framework, stewarding its Government Partnership Schools network (400+ public schools now run by TCF), and driving TCF's Strategy 2030. He became President & CEO in June 2025. The organisation he now runs began in 1995 with six friends in Karachi who met every Wednesday, decided education was the closest thing to a root cause, and built five schools with their own money. Today TCF operates 2,261 school units across 60+ districts, educates roughly 300,000 students, employs ~24,000 people including 15,000+ female faculty, runs its own construction company that completes two to three schools a week, and moves teachers 75,000 kilometres a day in a fleet of nearly 1,000 vans. Its results: 55% of TCF students complete intermediate (vs 27% nationally) and 26% enter university (vs 12% nationally). Zia is a Schwab Foundation / World Economic Forum social entrepreneur and a board member of the Global Schools Forum. In this episode, Zia talks with Svenia Busson about: Leaving banking for education after seventeen years — and why the nonprofit job turned out to be harderHow TCF scaled from five schools to 2,261 units using the "unit concept," a cookie-cutter template for an entire school system — and what a sacred template costs youPakistan's 25 million out-of-school children — a population the size of Australia — and why the state stopped building schools decades agoFunding 300,000 students with no government money: $60M+ last year from diaspora volunteers, chapters in 14 countries, institutional funders, and zakat acting as a global community endowmentThe all-female faculty decision, made intuitively rather than from research — and the finding that girls' enrolment drops 15% for every 500 metres of walking distanceWhat broke when EdTech built for paying markets met dust, theft-prone tablet racks and 24-hour power cuts — and why TCF may have to build its own toolsThe Khan Academy Pakistan / Khanmigo pilot for Grades 6–8 maths and science, why it went teacher-facing rather than student-facing, and what principals said when asked if they'd ever use AIWhy AI literacy training was rolled out before any AI tools — and why you educate 24,000 people rather than police themThe Global South inversion: why the biggest unlock may be language, not tutoring, in a country where everything meaningful requires EnglishWhy the acute Western harms — mental health, isolation — look different when eight people share a room and the phone belongs to your father Mentioned in this episode: For those who wish to know more about the Education Futures fellowship: https://educationfutures.ai/fellowship

    Building schools where 25 Million have none
  4. Aug 24

    Africa's learning crisis and the AI agency divide

    Dr. Obiageli "Oby" Ezekwesili is Founder and President of Human Capital Africa, an accountability and advocacy organization devoted to Africa's foundational learning crisis — getting every child reading, writing and counting by age 10. An economic policy expert and chartered accountant by training, she was a co-founder of Transparency International and later served in the Nigerian government as Minister of Solid Minerals and then as Federal Minister of Education. She led the public procurement reform agenda that earned her the nickname "Madam Due Process." She went on to serve as Vice President for the Africa Region at the World Bank, overseeing operations across 48 sub-Saharan countries. She co-founded the #BringBackOurGirls movement, ran for President of Nigeria in the 2019 elections, and founded the School of Politics, Policy and Governance (SPPG), an unconventional school now operating in Nigeria, Senegal and Kenya, with Ghana opening this year, whose graduates are already running for and winning public office. She also advises Club de Madrid, the forum of former democratic heads of state and government democracies and economic development including on AI regulation and governance. In this episode, Oby talks with Svenia Busson about: Human dignity as the through-line of a career spanning Transparency International, two ministries and the World Bank — and why she now calls education "a living thing"Africa's demographic pivot — average age 18.9 years, and 85% of global workforce growth by 2050 — and why it leads to either a dividend or a disasterWhy she stopped "wasting her voice on incorrigible leaders" and built a school to manufacture better ones instead, refusing national accreditation to escape captured systemsThe foundational learning crisis as a matter of life and death — nine in ten children in sub-Saharan Africa unable to read a simple sentence by age 10, and why she refuses to call a spade an agricultural implementWhat actually causes it: no early-childhood preparation, teaching in languages children don't speak, curricular overload, untrained and uncoached teachers, and ministries with no learning dataWhat works and has been proven at scale — structured pedagogy, teaching at the right level, teacher coaching, and the question she puts to presidents: "Mr President, what did our children learn today?"Sobral in Brazil and India's NIPUN Bharat — a 20% improvement in learning outcomes in four to five years — as evidence that political will, not technical solutions, is the binding constraintWhy the mobile telephony leapfrog (Nigeria: 500,000 landlines in 50 years, 200 million mobile lines after liberalisation) is the right mental model for AI in AfricaThe agency divide, not the digital divide — a child can have the most advanced AI system and still lack the knowledge and capability to use it purposefully and criticallyData sovereignty, AI sweatshops on the continent, and why AI must free teachers for individualised attention and values — never replace them Her three game changers for Africa: young people, African women, and technology as their enabler. Mentioned in this episode: For those who wish to know more about the Education Futures fellowship: https://educationfutures.ai/fellowship

    Africa's learning crisis and the AI agency divide
  5. Aug 20

    Africa's 800+ languages and the AI data gap

    Dr. John Mugo is the Chief Executive Officer of Mizizi Elimu Afrika, the African-led education organization based in Nairobi, Kenya, formerly known as Zizi Afrique Foundation. He holds a Doctorate and a Master's degree in Special Needs Education from the University of Hanover, Germany, and a Bachelor of Education (Music) from Kenyatta University, where he went on to chair the Department of Special Needs Education. Before founding the organization in 2018, he headed Uwezo, one of East Africa's largest citizen-led learning assessment initiatives, measuring what children actually know rather than what systems claim to teach. He leads ALiVE (Action for Life Skills and Values in East Africa), a regional framework and assessment system that has now assessed life skills and values in over 45,000 adolescents across Kenya, Uganda and Tanzania, and works directly with the Kenya Institute of Curriculum Development on values-based education and teacher training reform. In March 2026, Zizi Afrique rebranded as Mizizi Elimu Afrika — "mizizi" is Kiswahili for "many roots" — and launched Vision 2040: Strong Foundations for Lasting Change, a 15-year strategy to reach more than 10 million children across 10+ African countries with stronger foundational learning. His organization currently works across Kenya, Tanzania, Uganda, Rwanda, Malawi and Cameroon, and is piloting AI-supported teaching with Fab AI and Gemini in 15 Kenyan schools. In this episode, John talks with Svenia Busson about: Why fewer than 20% of children in much of Sub-Saharan Africa are learning at grade level — and why he calls that an "80 to 90% leakage" no amount of university investment can fixVision 2040 and the two-lever theory behind it: strengthening government systems instead of building parallel NGO programmes, and forcing a competitive civil society sector to collaborateWhy Africa's real AI problem isn't models but data — 800+ languages, oral cultures, and knowledge trapped in unpublished grey literatureThe case for voice data and mother-tongue AI as the fastest route to reading — drawn from his own experience learning to read in Kikuyu, not EnglishWhat the Fab AI and Gemini pilot in 15 schools is showing about real-time assessment — and the widening gap between connected private schools and public schools without electricityThe whole-school approach to values built with Kenya's curriculum institute and piloted in 79 schools — because responsibility and integrity can't be taught in a lesson slotWhy place value in Grade 1 explains Kenya's KCSE maths results, and the 10-year roadmap to move Grade 3 numeracy proficiency from 30% to 75%His blunt advice to ministries drafting AI policy: stop banning it, start investing in your own data, and put young people in the driver's seatWhy Africa's median age of 19 is an asset rather than a fiscal crisis — and what has to be true for that to hold Links: Mizizi Elimu Afrika · ALiVE · Uwezo · Fab AI · AI for Education · KICD · John Mugo on LinkedIn Mentioned in this episode: For those who wish to know more about the Education Futures fellowship: https://educationfutures.ai/fellowship

    Africa's 800+ languages and the AI data gap
  6. Aug 17

    Redesigning school for the AI age

    Dan Effland is the Chief of Staff & Strategy at Summit Public Schools, where he leads the continued evolution of Summit's school model. He holds a Master's in Special Education from Dominican University and a Master's in Public School Building Administration from Columbia University's Teachers College. Before entering education, Effland spent over a decade as a professional musician in Chicago. He changed careers in his mid-thirties, teaching guitar to middle schoolers before joining Teach For America — where his cohort, mostly in their twenties, nicknamed him "Stepdad." He became a special education teacher in Chicago and then Seattle, joined Summit Public Schools in 2017, and went on to serve as Dean of Culture & Instruction at Summit Sierra and Executive Director of Summit Atlas High School in West Seattle. He now leads Summit's innovation work: designing "Summit 3.0", an evolved school model that builds on what Summit has promised families for over two decades and responds to the demands of the AI powered era. Summit operates seven charter schools across California and Washington serving roughly 3,000 students, following its earlier "Summit 2.0" personalization model, which scaled the Summit Learning Platform to nearly 400 schools and 100,000 students nationwide. He also sits on the board of the Washington State Charter Schools Association. In this episode, Dan talks with Svenia Busson about: Stripping school down to three elements — kids, outcomes, and resources — to redesign without inherited assumptionsWhy AI doesn't replace a school model, it reveals whether you actually have oneRebuilding Summit's model for the third time: from "college for all" to personalized learning to an AI-native designTreating AI as infrastructure — a data layer and knowledge graph — to dynamically match resources to students, not just as a set of toolsWhy "beliefs come first, model comes next, tools come last," and Summit's push to "create the market" for AI-native school infrastructureRethinking "cheating": protecting the learning while empowering the learner in an AI-saturated classroomRedesigning Expeditions — two-week, ungraded, off-campus career immersions — and why "learning without walls" might be where school is headedWhich durable skills matter more, not less, when a chatbot can write a competent essay in seconds A former teacher now redesigning what school itself should be in the age of AI. Mentioned in this episode: Summit Public Schools · Marshall Street Initiatives · Robin Lake / Center on Reinventing Public Education, who recommended Dan as a guest · Futre, Diane Tavenner's career-exploration platform, used by Summit juniors and seniors · Justin Reich's MIT Teaching Systems Lab, referenced from an earlier Education Futures episode Mentioned in this episode: Education Futures Fellowship A six-week programme starting on September 22nd, where seven world-leading experts in developmental psychology, neuroscience, and AI child safety will share everything they know with you: educationfutures.ai/fellowship.

    Redesigning school for the AI age
  7. Aug 13

    Designing ethical AI characters for kids

    Dr. Sonia Tiwari is a children's media researcher based in the San Francisco Bay Area and Director of Research at Oki Pie Lab. She holds a PhD in Learning, Design, and Technology from Penn State University, along with an MFA in Animation and a BS in Film, credentials she first put to work as a character designer in the video game industry before turning to research on how children bond with characters and, more recently, AI. At Oki Pie Lab, she runs weekly art workshops for children ages five to ten — more than 100 to date — using what she observes each week to test where AI helps kids create and where it gets in the way. Her research includes Tiwari, S. (2025). Designing Expressive Arts Workshops for Families Using AI Tools. International Journal of Designs for Learning, 16(2), 194–204, and Tiwari, S. Designing ethical AI characters for children's early learning experiences. AI Brain Child 1, 11 (2025) — built from analyzing 60 social media videos of 20 AI characters marketed to children as young as three. She consults with edtech founders — including Jules Stories, a UK-based screen-free storytelling companion — on whether their AI characters genuinely serve children's development, and in 2025 she was selected for the Falling Walls Foundation's Female Science Talents Intensive Track. In this episode, Sonia talks with Svenia Busson about: Why visual design — not just language or policy — shapes how children bond with AI charactersThe psychology of "cute" character design, from Japan's Kawaii culture to Germany's Kindchenschema, and how it's used to mask age-inappropriate AIThe "sticky chat patterns" she's studying with Dr. Jennifer Shen (Keene University) — and their cost to kids' ability to explore beyond one interestHer AI Character Assessment framework in AI Brain Child, built from analyzing characters marketed to ages three to eightWhy safety needs three layers — design, family, and law — and why design alone can't fix a systemic problemThe patchwork of AI regulation worldwide, from loophole-prone California state laws to stricter approaches across EuropeRating efforts underway, from Common Sense Media and Digital Promise to the kidSAFE Seal ProgramWhat Blake, Carter and Velloso's CHI 2026 research reveals about why teens build their own Character.AI companions Sonia's recommendation for a future guest: Diana Joseph, CEO of the Corporate Accelerator Forum and an innovation and entrepreneurship strategist working at the intersection of AI and organizational innovation. Mentioned in this episode: Education Futures Fellowship A six-week programme starting on September 22nd, where seven world-leading experts in developmental psychology, neuroscience, and AI child safety will share everything they know with you: educationfutures.ai/fellowship.

    Designing ethical AI characters for kids
  8. Aug 10

    Inside a student-led movement for AI Literacy

    Ian Cho graduated from St. Mark's School in Southborough, Massachusetts, and heads to Yale University this fall to study cognitive science. Frustrated that AI had quietly become a "taboo subject" wrapped in cheating anxiety, he founded what is now called Sailing (Student AI Literacy Interscholastic Navigator Group), a peer-led initiative that gives students across schools a space to talk openly about how they use AI and the policies governing it. Outside of Sailing, Ian builds his own AI-powered tools, including productivity apps that pause a Pomodoro timer whenever he looks away from his desk. Ingrid Namala is entering her fourth and final year at St. Mark's School, where she plans to study neuroscience. She joined Sailing shortly after Ian launched it and now co-leads the group, having presented her own research on the history of generative AI and prompting technique at Sailing's first interscholastic symposium alongside a student from another school. Much of her advocacy centers on protecting academic integrity and destigmatizing honest conversations between students and teachers about when and how AI should be used. Inspired by AI Co-Lab, the teacher network launched by their teacher Maureen Russo Rodríguez, they grew Sailing into a virtual community spanning more than fifteen schools, running hybrid symposiums, "four corners" debates, and informal salons between students and faculty. In this episode, Ian and Ingrid talk with Svenia Busson about: Sailing (sailingedu.org) — how a "taboo" subject became a peer-led dialogue across 15+ schoolsThe Chinese Room thought experiment — and what it reveals about outsourcing understanding to AIThe hidden toll of unequal AI use — academic integrity, trust, and the students left behindReimagining assessment — in-class writing, oral exams, and whether it's "the death of the essay"Why the brain needs friction — reframing struggle as a skill worth protecting, not a bug to eliminateThe craft of prompting — from lazy fragments to elaborate, metacognitive prompts, and staying polite with AIThe case against banning AI for under-21s — literacy over prohibitionAI, authenticity, and the future of work — why staying human might be the real advantage Mentioned in this episode: Education Futures Fellowship A six-week programme starting on September 22nd, where seven world-leading experts in developmental psychology, neuroscience, and AI child safety will share everything they know with you: educationfutures.ai/fellowship.

    Inside a student-led movement for AI Literacy

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A podcast about the future of education in the age of AI. We bring together interdisciplinary voices to explore how we can shape more desirable futures for learning.

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