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What if AI could help us build schools that don't just prepare students for the future, but fundamentally rethink what education should look like? In this episode, Ray and Dan are joined by Will Campbell, Founding Head of Franklin School in New Jersey, a school recognised internationally for its innovative approach to education and winner of 2025 World's Best School Prize for Innovation by T4 Education Will shares how Franklin has embraced AI from the outset, moving beyond fears of automation to create a learning environment where technology gives teachers time back, challenges students to think more deeply, and develops the human capabilities that matter most. The conversation explores: Building the school of the future – rethinking curriculum, timetables and traditional education models. AI and teacher empowerment – how Franklin aims to save teachers 8–9 hours a week while strengthening their professional judgement. Rethinking assessment – why AI should make learning more challenging, not easier. Developing superhuman skills – prioritising critical thinking, ethics, resilience and real-world experiences. Personalised learning – moving beyond age-based progression towards skills, capabilities and student autonomy. An inspiring conversation about building schools where AI enhances human potential rather than replacing it.

In this episode Ray and Dan explore a whirlwind of AI announcements and research, asking a critical question: Is AI helping students learn, or simply helping them produce better work? Australian universities are going all-in on AI, with UNSW, Flinders and the University of Sydney announcing major rollouts. Meanwhile, New South Wales schools are being warned not to rely on AI detection tools to identify cheating. The research raises fascinating questions. Estonia's nationwide AI experiment reveals surprising student resistance to AI tutoring, while OECD PISA data highlights concerning links between frequent AI use and lower assessment scores. New research also explores the Learning Performance Paradox - when AI improves students' work without improving their understanding. Ray and Dan also discuss screen time in schools, the disappearance of Custom GPTs and Gems, and why much AI education research needs greater rigour. Plus, Ray announces that his complete AI for Humans course is now available free! Links and resources Uni's go all-in on AI tools - with UNSW, Flinders, The University of Sydney and Western Syndey University all jumping on the AI bus NESA say "No way" to AI Detectors UNESCO - The Algorithm in the Room OECD - PISA research on AI use and student performance Estonia - AI Leap programme findings NSW research - Dr Jo Orlando's school screen-time study Research - In Vino, Veritas, and Vulnerabilities Research - Stanford's Understanding the Evidence Base on AI in K-12 Education Research - Generative AI in Legal Education: A Two-Year Experiment Research - Building AI companions that prioritise learning over performance And finally, did we mention this enough? AI for Humans - Free AI fluency course

Clinical psychologist and author Andrew Fuller joins Ray and Dan to explore how AI could support neurodivergent learners, strengthen student agency and change the role of teachers. Andrew argues that neurodiversity should be understood through strengths rather than deficits, and shares practical ways he is already using AI with young people. These include using AI to ask reflective questions, build personalised learning plans, structure revision, prepare for social situations and act as a less confronting source of feedback. The conversation also looks at the wider implications for schools. If AI can provide more personalised support, what should teachers spend more time doing? Andrew suggests the opportunity is to reduce routine work and give teachers more space to design strong learning experiences, build relationships and develop judgement and curiosity. They also discuss equity, assessment, AI literacy, school change and why educators may get further by treating AI as something to experiment with, rather than another task to master. More info Connect with Andrew on LinkedIn at https://www.linkedin.com/in/andrew-fuller-2238a325/ Andrew's MyLearningStrengths website is at https://www.mylearningstrengths.com/ More info on Andrew's professional services centred on Resilience, psychology, brains and learning for schools, parents, students and professionals at https://andrewfuller.com.au/  And finally, here's where Andrew shares his brilliant free resources for schools, students and parents: https://andrewfuller.com.au/free-resources/

This week on the AI in Education Podcast, Ray is taking a well-earned break, hopefully enjoying a piña colada somewhere sunny while still keeping one eye on the week's AI headlines.  Joining Dan as special co-host is Chris Goodall, education leader from the Bourne Education Trust in the UK. Together they unpack one of the most extraordinary weeks of AI news in recent memory, from warnings of existential risk and calls to slow AI development, through to debates about trust, regulation and whether "move fast and break things" is finally coming to an end.   The conversation then shifts to back to education, where the release of the latest PISA results has reignited debates about screen time, technology and student outcomes. Are laptops really to blame for declining results? Or are we falling into the trap of confusing correlation with causation?   Note: This episode was recorded before the news of the OpenAI Australian government Medicare hack, details of which can be found here: Why Australia chose the world's biggest political stage to reveal OpenAI hack Sources mentioned Chris Goodall | LinkedIn Screentime limits in public schools to lift our game in the classroom Mustafa Suleyman: A Code of Conduct for Humanist AI Anthropic CEO Dario Amodei Calls for AI Development to Slow Down David McCandless: Information is Beautiful Ex-Anthropic Insider Discusses AI Risk on CNN Vibe coding - Wikipedia Ban the Screens, Keep the Regret: A Rant I Had to Get Out of My System Occam's Broom in the Classroom - Lauren Sayer Michelle Michaels thought piece - an excellent narrative on the nuiances behind the current news of technology in classroom as always

AI is already changing education. So why are we still trying to hold back the tide? In this episode, Dan and Ray are joined by Dr Phil Cummins, educator, author, co-host of the Game Changers podcast, and Professor of Practice in Education and Leadership at the University of Sydney. Phil argues that education needs to stop "pearl-clutching" over AI and start thinking seriously about what it means for assessment, curriculum and the role of teachers. If students are already using AI, how do we design authentic assessment around the knowledge, skills, dispositions, habits and wisdom we actually want them to develop? The conversation ranges from Phil's beginnings teaching Latin to character education, equity, oracy and the danger of educational fads. At its heart is a powerful argument for the enduring importance of teachers: technology should amplify human relationships, not replace them. For school leaders, Phil's message is refreshingly straightforward: treat AI as a game, learn to use the tools, and find a way to win the game of AI. Links for more information A School for tomorrow, Phil's education consulting/research organisation Game Changers podcast Apple Podcasts: https://podcasts.apple.com/au/podcast/game-changers/id1503430745  Spotify: https://open.spotify.com/show/5WoY7gvWZUWt4Iu3gL2atd?si=41f298a05db2415f  Sydney Character Initiative from the University of Sydney Phil's latest book, On Character And finally, if you're not sure about the reference to "The Solihull Hospital", then you're in for a treat from the BBC's "Yes, Minister" series: Get some patients - Yes, Minister - BBC

Recorded live at the National Education Summit in Melbourne, this episode explores whether AI in education has reached an inflection point. Ray and Dan unpack a series of recent stories showing how quickly AI is becoming part of wider debates about education, employment, policy and trust. They look at industrial negotiations at the University of Sydney, where staff are seeking consultation over how AI is introduced, and compare that with AI-related provisions already included in Adelaide University's enterprise agreement. As part of the discussion they mentioned The University of Sydney's Cogniti AI, and a previous podcast episode with Dan Hart talking about the university's AI Hub. They also examine headlines claiming an AI chatbot is "teaching" psychology students at Macquarie University - and the university's response that the tool is supplementary and does not replace academic staff. The conversation then turns to New York City's restrictions on generative AI for younger students, alongside plans for AI critical-thinking education in high schools. Underlying it all is a bigger question: as AI becomes mainstream in education, can the conversation remain balanced - and should the podcast hear more from sceptics, critics and those challenging the direction of travel? Want to contribute to the discussion? Email us at [email protected] Want to share your love for the podcast? Well, we can't ask for more than a review in your podcast app, which will help other educators find the stories we share!

What does authorship mean when AI can help us turn our ideas into polished academic writing? And how should universities rethink assessment as those tools become part of everyday life? In this episode, we're joined by Kelly Webb-Davies, Lead Education AI Consultant at the University of Oxford's AI Competency Centre, to explore how Oxford is approaching AI across the institution, from providing tools and training staff and students to building AI capability responsibly. Kelly takes us on her journey in teaching and learning, and challenges some fundamental assumptions about language, writing and authorship. Drawing on her background in linguistics and education, she argues that we need to distinguish between a student's intellectual contribution and the language used to express it. Along the way, we discuss AI detection, linguistic equity, cognitive engagement, oral assessment and why universities may need to rethink what they're actually trying to assess. Further Reading from Kelly: Kelly's VFWA Assessment Model https://kellywebbdavies.com/vfwa/  Kelly's DETAP framework https://kellywebbdavies.com/detap/   The AI Inherent Risk Scale (AIIRS) Framework, from Kelly, Dr Mark Bassett and Ella Wicks https://aiirs.ai/  Further reading from other sources: Kelly talked about the ICAP Framework from ASU https://icap.education.asu.edu/  When talking about writing in your voice, Kelly mentioned Kane Murdoch's blog, which is at https://www.guerillawarfare.net/  And Dan mentioned Sharon Oviatt's book, The Design of Future Educational Interfaces https://www.researchgate.net/publication/286180010_The_Design_of_Future_Educational_Interfaces

Who gets to decide how AI is used in education? Government decides what happens to assessment. Google decides whether Gemini appears by default. OpenAI and parents decide controls for teenagers. Universities and unions decide workplace AI arrangements. Regulators decide expectations around consent. And schools are trying to work out what they should decide. In this episode, Dan and Ray explore that question through a packed week of AI in education news. They look at Australia's response to AI and take-home assessment, the arrival of parental controls in ChatGPT for Teens, and why Ray is uncomfortable with Google enabling Gemini by default for students. The conversation moves from the classroom to the workplace, with Adelaide University putting AI transparency, human oversight and staff consultation into its enterprise agreement, while new ASQA guidance raises important questions about consent and the use of student data in AI systems. They also unpack new Australian eSafety research into children's use of AI assistants and companions, and tackle the increasingly heated debate about data centres, energy and water use. As Ray puts it, "We're building this plane as we fly it." The challenge is making sure education still gets a say in where it's going. Here's the links to go deeper into our topics: Watch: Moment robot beats Usain Bolt's 100m record in China How education departments across the country are cracking down on students using AI to cheat Education Minister Jason Clare says AI must support learning, not replace it Revealed: The NSW universities using AI in lectures and as 'study buddies'  AI labs begin to muscle in on $6tn education market Datacentres: The New NSW Regulations ChatGPT for Teens Google turns on Gemini AI for students using its classroom app An Australian first: Adelaide University's new enterprise agreement has explicit provisions on the use of AI in the workplace. Australia's Vocational Education regulator starts to catch up with responsible AI Talking to machines: Children's experiences with AI assistants and companions As discussed, good stuff on this from Tim kitchen https://www.linkedin.com/pulse/when-ai-becomes-someone-talk-tim-kitchen-3vznc

What does the research actually tell us about when generative AI helps learning, and when it starts to replace it? Ray and Dan are joined by Dr Natasha Arthars and Dr Hongzhi (Veronica) Yang from the University of Sydney, and Dr Matthew Hill from the Barker Institute, to explore the new "Young People, Learning and Generative AI" report. Drawing together a huge body of research, the report moves the conversation beyond whether AI is simply "good" or "bad" for education. Instead, it identifies the conditions that determine whether AI supports genuine learning. The conversation explores the learner at the centre; the design of the AI tool; the learning task; who else is involved; and the wider cultural and institutional context. Ray learns the difference between cognition and metacognition, and we discuss strategic cognitive offloading, and a crucial new skill for students: deciding what to delegate to AI and what thinking they need to retain themselves. Ultimately, the question for educators becomes: is AI supporting the learning goal, or replacing the learning? The Young People, Learning and Generative AI report is online at: https://doi.org/10.25910/89n4-a383   For more project information, and webinar recordings, head to: https://bit.ly/GenAILiterature-Launch

This week, Ray and Dan end up discussing a fundamental question: what is education actually for in the age of AI? They explore new EU AI Act transparency requirements and the emerging role of AI watermarking, including what this could mean for the often-unreliable world of AI detection. The conversation then turns to assessment. With Australian policymakers questioning take-home assessment and universities rethinking assessment for an AI-enabled world, Ray and Dan discuss why the goal isn't simply to make assessment "AI-proof", but to ensure students are still developing knowledge, judgement, creativity and critical thinking. They also examine major new research into young people's use of generative AI from the Barker Institute and University of Sydney. Across 271 peer-reviewed studies, the evidence suggests AI can improve students' immediate performance and engagement - but better performance doesn't necessarily mean better learning. Finally, they explore "hybrid reading": how students are using AI to orient themselves, clarify difficult concepts, translate academic language and check their own understanding. Mentioned in this episode: Matthew Wemyss' guide to EU AI Act transparency requirements Information on Claude's watermarking of AI text - and a geeky read about how it does it New education plugins in ChatGPT Edu Jason Lodge on AI and assessment NSW's news on 'take home' assessments South Australia's Royal Commission into AI Kelly Ilich on teaching standards in the age of AI Danny Liu & Adam Bridgeman's "What Should Education Look Like in the Age of AI?" Barker Institute's research paper "Young People, Learning and Generative AI" Research from Deakin University's CRADLE team on hybrid reading practices

The Hidden Gender Gap in AI Education, with Juliana Peloche   In this episode of the AI in Education Podcast, we welcome Juliana Peloche to explore one of the most important (and often overlooked) conversations in educational AI: the gender gap. Juliana shares how a Year 5 student's curiosity about AI sparked her own research journey, leading to a PhD and, ultimately, the co-founding of Women in AI Australia. Together, we discuss why representation matters (see Will Artificial Intelligence Get in the Way of Achieving Gender Equality?), the barriers women continue to face in AI (see HBR's Women Are Avoiding AI. Will Their Careers Suffer? and Global Evidence on Gender Gaps and Generative AI Over Time) and what educators, institutions and industry can do to create more inclusive opportunities. The conversation hears about new research into how female university students are using AI, revealing surprising findings around ethics, trust, academic integrity, and confidence with AI tools. We also explore AI bias, the importance of visible role models, and practical ways schools and universities can encourage more women to lead in the field. Links and resources: Women in AI Australia Learn more about the Women in AI Australia upcoming events Connect with Juliana Peloche on LinkedIn Go deeper: Ray's free AI for Humans course covers this in "Bias in, bias out - spotting unfair patterns"

Two Free AI Resources Every Teacher Should Download Lee Barrett joins Ray to unpack the biggest AI in education news and research. This week, while Dan enjoys the Pacific Northwest, Ray is joined by returning guest Lee Barrett (from CEnet) for a wide-ranging discussion on the latest AI in education news and research. The episode explores why one of the world's leading law schools is restricting technology in first-year classes while embracing AI later in the course, what Anthropic's new Claude for Teachers initiative could mean for educators, and why headlines about AI "writing" university assignments deserve much closer scrutiny. The conversation also dives into five new research papers covering AI-assisted teaching, student feedback, assessment reform, learning analytics, and how students are really using AI in higher education. Along the way, Ray and Lee discuss why assessment - not AI detection - is becoming education's biggest challenge; why productive struggle still matters; and why good teaching remains at the heart of meaningful learning. This week's free resources Show Your Work: Assessment in the Age of AI – a practical collection of ideas for designing assessment in an AI-enabled world. The Science of Learning and Generative AI: A Practical Guide for Secondary Teachers – a research-informed guide from La Trobe University that connects learning science with practical classroom use of AI. News mentioned Chicago Law School's first-year technology changes Anthropic's Claude for Teachers More than 50% of Australian university assignments used AI - and Turnitin's Learning Integrity Insights Report AI in Education Research Reports Generative AI can harm teaching https://papers.ssrn.com/sol3/papers.cfm?abstract_id=7007339  Artificial intelligence and feedback in university education: effectiveness and student perceptions https://www.tandfonline.com/doi/full/10.1080/02602938.2026.2697962 Grading in an age of assessment reform: the elephant in the room https://www.tandfonline.com/doi/full/10.1080/02602938.2026.2694451#d1e187 Interactive learning dashboards: rethinking learning visualisations as engagement tools https://link.springer.com/article/10.1007/s10639-026-14082-1 Illuminating complex student realities of artificial intelligence through an entangled pedagogy framework https://link.springer.com/article/10.1007/s10734-026-01730-1  Just one of the papers from the excellent https://aiinhe.org/ project

How can schools and parents help young people navigate AI while supporting learning, wellbeing and critical thinking? In this episode, Dan and Ray are joined by digital wellbeing researcher Dr Jo Orlando to explore how AI is reshaping education and the lives of young people. They discuss AI literacy, digital wellbeing, equity, social media, and why understanding how students actually use technology is essential. Jo shares practical advice for educators and parents, arguing that the most important tool isn't another policy—it's better conversations. A thoughtful discussion on helping students use AI as a thinking partner, rather than letting AI do the thinking for them. Jo's website is https://www.joanneorlando.com.au/ for more details on her, her book, and her professional work. Jo's book, Generation Connected, is available on as both a printed and audiobook

Higher Marks, Lower Learning? AI's Favourite Magic Trick This week, Ray and Dan unpack a bumper collection of AI in education news and research, all pointing to one critical question: Is AI helping students learn…or just helping them score higher? The episode begins with a striking case from Brown University, where a take-home exam averaged 96%, only for the same cohort to average 48% in a supervised final. From there, Ray and Dan explore what the latest research says about AI-assisted assessment, automated marking, AI tutors, critical thinking, and the growing importance of student agency. They also discuss: New evidence on AI marking compared with human examiners Research showing how guided AI tutoring can improve maths learning Why critical thinking is the biggest predictor of successful AI use The risks of "never-skilling" when students rely too heavily on AI AI detectors: what they can (and can't) reliably tell us New Australian data on AI's impact on employment The latest Digital Education Council survey of university students Online safety and the growing challenge of AI-assisted image abuse As always, the episode is packed with practical insights, research summaries, and plenty of discussion about what all this means for educators, schools and universities. Links - News Voice got an upgrade https://openai.com/index/introducing-gpt-live/ Inside Higher Ed article: Brown Professor Suspects Majority of His Class Used AI to Cheat https://www.insidehighered.com/news/faculty/learning-assessment/2026/07/08/brown-professor-suspects-most-his-class-used-ai-cheat Digital Education Council AI in Higher Education Global Survey https://www.digitaleducationcouncil.com/resource-library-items/ai-in-higher-education-global-survey-2026 One in 25 teens affected by AI-assisted online abuse, study finds. Read Lee Barrett's opinion: https://www.linkedin.com/posts/lee-barrett-a7624923b_boys-major-victims-of-ai-assisted-online-share-7480417534723244033-OjWU/ AI and employment in Australia - report from Department of Education and Workplace Relations https://www.dewr.gov.au/download/17666/ai-and-employment-australia/43205/ai-and-employment-australia/pdf   Links - Research AI in University Assessment: Evaluating the Opportunities and Risks of Automated Marking https://www.emotional-cognition.psychol.cam.ac.uk/sites/default/files/OpRaise%20Report_DIGITAL.pdf LLM Performance on a Real, Double-Marked GCSE Benchmark https://arxiv.org/abs/2606.24973 Teaching with Gemini: Measuring the impact of Guided Learning on student mathematics progress in Sierra Leone https://deepmind.google/blog/measuring-the-impact-of-learning-with-ai-in-sierra-leone-and-beyond/ https://storage.googleapis.com/deepmind-media/LearnLM/learnLM_sierraleone_may26.pdf Access is Not Enough: Human Support Improves Engagement with AI Tutoring https://nssa.stanford.edu/studies/access-not-enough-human-support-improves-engagement-ai-tutoring The Generative AI Learning Penalty: Evidence from Chinese Secondary Education https://papers.ssrn.com/sol3/papers.cfm?abstract_id=6868618 The agency gap: perceived human AI agency, reflection and generative AI learning across UK and China based higher education contexts https://www.tandfonline.com/doi/full/10.1080/03075079.2026.2686986 How Do Autonomy, Critical Thinking, and Artificial Intelligence Value Perception Affect University Student Self-regulated Learning? https://link.springer.com/article/10.1007/s11528-026-01203-3 The cognitive impact of ChatGPT in higher education: A systematic review of critical and creative thinking outcomes https://www.sciencedirect.com/science/article/pii/S2666920X26000330 AI-induced never-skilling in medical education https://doi.org/10.1038/s41591-026-04438-y (Paywalled) Who wrote this? Evaluating the reliability of AI detection tools in higher education https://link.springer.com/article/10.1007/s40979-026-00226-w  .

Most Australian students won't graduate into global tech companies. They'll build careers in small and medium businesses. So are schools and universities preparing them for that reality? In this episode, Dan and Ray are joined by Amanda Rose - Co-founder and Director of Women in AI Australia and Founder & CEO of Entrepreneurial & Small Business Women Australia (ESBWA) -to explore what education can learn from the businesses driving Australia's economy. Amanda shares practical advice on introducing AI without losing critical thinking, why educators should partner with local businesses to bring authentic problem-solving into the classroom, and how simple AI policies can help schools and organisations move from uncertainty to action. The conversation also tackles AI equity, bias in AI systems, and why students need to develop their own voice and judgement before relying on AI tools. If you're a teacher, school leader, university educator or anyone interested in preparing learners for an AI-enabled workforce, this episode offers practical strategies you can put into practice straight away. Find out more about: Women in AI Australia Entrepreneurial & Small Business Women Australia (ESBWA)