Embracing a human approach to AI
This year’s BETT education show held in London drew over 35,000 visitors and honed in on the vast potential of AI, as well as risks and positive outcomes when we opt for a human-centred approach.
Addressing a packed arena, Sir Stephen Fry and author and CEO of the Stemettes, Dr Anne-Marie Imafidon, kicked off with what makes us human in an augmented world.
The session took a deep and rational look at the advantages and challenges of AI, from revolutionising industries to redefining the skills children need for the future of work and examined ethics, inclusion and security, laced with Fry’s signature metaphors and Imafidon’s tech insights.
Highlighting some advantages of AI, they discussed the elimination of repetitive, back-breaking industrial jobs, as well as efficiencies that could be made to more routine cognitive work. Radiology, and other imaging tasks were given as an example, which can be strenuous and time-consuming but when assisted with AI could help humans review with greater speed and efficiency.
But there are many roles that are fundamentally human, stated Fry. Gardening, for example. “Planting seeds, assessing the soil and bringing a garden to life will [continue to] be a very human thing, a very beautiful and important thing.”
So, where do teachers sit? Imafidon asked. “Teachers are gardeners, that’s exactly what they are,” said Fry. “They bring things to life and encourage growth. They supervise and use their judgement, instinct, human knowledge and understanding of different children to educate and nourish – this one needs acid soil, this one needs alkaline. Chemicals and machines may be very useful for some gardening tasks – straightening the edges or mowing a lawn, but the actual planning and bringing to life is a very human job.”
AI and ethics
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Unlocking creativity
Illustrating the power of combining tech and the arts, Carly Daff, Head of Teams & Education at Canva, gave a talk on using AI to unleash creativity in the classroom.
“The skills that mattered yesterday aren’t necessarily the ones that will matter tomorrow. Understanding core concepts is crucial, but the real differentiator will be how students learn to think critically, solve problems creatively and collaborate effectively. When we provide tools that empower them to express their understanding in innovative ways, their own creativity and ideas thrive. It’s not just about helping them to learn, we’re coaching them for their future.”
Daff shared how AI is being used to transform the classroom and encourage creativity, turning students into inventors, storytellers and problem solvers. She added that AI tools can not only help them find their voices but turn memorisation into true comprehension and application through more immersive and interactive learning.
She described how AI tools such as Canva are being used to support students with various learning needs to adjust and navigate new surroundings, including SEND students, those with difficult backgrounds, and students learning in a new country.
Daff presented a number of inspiring cases of where international schools are using AI to bring learning to life. These included a class in Thailand, where students created their own live science show using Canva to design their visuals and presentations and then broadcast it online.
She shared how students in Borneo Island, Indonesia, leveraged Canva in the classroom for cultural storytelling using creativity as a universal language to develop their English skills and honour their various Dayak languages.
In a UK school, Daff demonstrated how Canva is being used to improve inclusivity and engage students with dyslexia who struggle with traditional reading and writing activities. The summer programme involves students designing, editing and creating digital badges that celebrate their own unique characteristics through imagery, visuals and creativity.
However, Daff tactfully acknowledged the time burden on teachers to reinvent the wheel and create new lesson plans, despite the flurry of exciting AI tools and ed-tech solutions.
“According to our research, 83% of teachers experience burnout and two out of three work beyond the school day.”Like Fry and many others on the stage that day, Daff went on to acknowledge some of the benefits of AI for educators in helping to reduce routine workload and admin and allow more time for creativity and enrichment for both students and teachers.
“Sir Ken Robinson once said: Creativity is as important as literacy and we should treat it with the same status. He was right,” said Daff.“Our research shows that 85% of hiring managers believe creativity will be even more crucial in the age of AI, yet half of recent graduates don’t feel prepared for this creative future. Fostering creativity in classrooms is no longer an option – it’s essential, because creativity allows students to thrive in an unpredictable future.”
Building creative engagement in STEMLego Education, who also featured at BETT 2025, shared a number of interesting statistics highlighting the need for more inclusive, creative and engaging ways to help bridge the science gap. Did you know? 1/3 of teachers believe their students are engaged in the classroom 41% of boys cited science as their least favourite subject 58% of girls cited science as their least favourite subject, highlighting the ongoing STEM gap 37% of parents and 52% of teachers surveyed globally believe students are engaged in science 45% of students who listed science as one of their least favorite subjects described it as too hard 75% of science teachers who incorporate hands-on experiences believe it fosters higher test scores and grades. Across the global report, most science teachers and parents surveyed believed science education cultivates curiosity, critical thinking, and problem-solving – essential skills for the future of work*Source: Lego Education State of Classroom Engagement (Science Edition) |
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