Ai of the Tiger

When Eye of the Tiger hit the airwaves, it became an anthem of grit and energy. Today, AI enters the ring with speed and energy no human can match, but it still lacks what defines the human journey: resilience forged through struggle. As we stand at a pivotal moment in society – and education, keeping humans at the centre has never been more essential.

Artificial intelligence now sits beside young people in their everyday learning - drafting stories, solving equations, even offering advice late at night. A recent Alan Turing Institute study found that more than one child in five aged 8-12 already uses generative tools every week, mainly for creativity and research. An OECD review reports that almost every 15-year-old owns a smartphone and many spend more than 50 hours a week online, with clear links to anxiety and broken sleep. Researchers agree on three priorities: teach all learners to question what a system produces, protect their wellbeing through strong relationships and make sure every child has fair access to the opportunities AI brings. Learning communities therefore carry a new mandate - keep human connection at the centre while helping every learner treat AI as a thoughtful teammate, creative spark and careful checker of facts.

Generative AI has moved seemingly overnight from experiment to everyday habit. While children across the globe can create a draft, design or dataset in seconds; what they still need are the habits that decide whether those outputs are useful, fair or even real. While enthusiasm runs high, almost half of the Turing study’s young respondents admitted they do not know where the LLM words come from. Two kinds of literacy are needed: knowing how to prompt and knowing how to probe. When learners check a model’s sources in history, test its number sense in mathematics, or debate its moral frame in humanities, they practise genuine agency rather than passive consumption.

Yet research also reminds us that relationship - not processing power - remains the strongest predictor of wellbeing. The OECD links excessive, unstructured screen time to rising anxiety, especially for adolescents already navigating identity pressures. The answer is not withdrawal but deliberate balance. Purpose-driven learning communities build patterns that move between online and offline work: hands-on making, outdoor inquiry, quiet reflection circles. These steady practices keep relationships at the centre, so AI becomes a member of the creative team rather than its replacement.

Friendship brings another layer of complexity. The report Me, Myself & AI shows a third of 9- to 17-year-olds describe chatbot conversations as “like talking to a friend,” with the keenest users often those who feel vulnerable. Mentors therefore should invite learners to compare a chatbot’s “empathy” with a peer’s, exploring where machine responsiveness ends and genuine understanding begins. The goal is not to blame the technology but to grow discernment - what has been created by an algorithm, what comes from human experience and why the difference matters.

Every study raises equity concerns, pointing to gaps in AI access and confidence that follow income, gender and geography. Universal design is helpful in this context: multilingual interfaces, low-bandwidth options, shared devices and available income for passion projects all assist. Peer mentoring offers a clear route ahead; when early users teach their peers, diverse abilities shift from a gap to a common advantage. 

Teachers and guides often feel they are catching up. In the Turing workshops, many adults said they were not sure how to use AI ethically. Learning communities can respond with open “sandbox time” - regular sessions where guides and learners experiment side-by-side, publish reflections and refine shared ground rules. Such cycles mirror the inquiry we expect of young people: practical, collegial and intentionally evolving.

Regulatory oversight needs to advance along the same step-by-step pathway. The OECD calls for safety-by-design - age assurance, clear explanations and independent tests built in before a tool is released and used. At the local level, that principle should guide every technology choice: no application is adopted unless its data flows are transparent and its biases openly discussed and understood. Young people should sit on the review groups, making real the Turing Institute’s insistence that their voices belong at the centre of AI policy.

Equally important is the shift from seeing AI as a rival mind to viewing it as partner. When AI draws a comic and students turn it into a short film, or writes a essay draft that the group edits together, the machine extends imagination without dictating it. This partnership mirrors the collaboration now common in research labs and start-ups - spaces where humans bring purpose and judgement, algorithms bring speed and pattern-finding. 

Checking for truth completes the picture. As deepfakes and false references spread, every learner needs a practical toolkit: source-tracing searches, evidence triangulation, close reading. A capstone project might have teams build “fake-spotter” guides, making careful checking a clear skill demonstrating critical thinking in action. Research shows why this matters - children who cannot separate reliable from unreliable media risk both misinformation and growing distrust.

Final Thoughts

The evidence from the Alan Turing Institute, the OECD and other studies points to a balanced imperative: nurture human connection and ethical judgment while embracing AI as an inevitable, even inspiring, component of the learning ecosystem. By weaving technical inquiry across areas of learning, setting healthy rhythms for relationships, supporting fairness and giving young people a seat at decision tables, learning communities can turn a potentially disruptive tool into an energy for shared purpose. The algorithms will keep advancing; our task is to grow curiosity, compassion and the courage to ask, “Does this help? Is it true? “Does it help everyone thrive?”

References

Alan Turing Institute (UK)

Understanding the Impacts of Generative AI Use on Children (May 2025). https://www.turing.ac.uk/sites/default/files/2025-05/understanding_the_impacts_of_generative_ai_use_on_children_-_wp2_report.pdf

Children’s Manifesto for the Future of AI – outcome paper from the inaugural Children’s AI Summit (Feb 2025). https://www.turing.ac.uk/sites/default/files/2025-02/childrens_manifesto_for_the_future_of_ai_0.pdf

Other studies

Children and Generative AI in Australia: The Big Challenges – ARC Centre of Excellence for the Digital Child (Jun 2025). https://issuu.com/digitalchild/docs/children_and_generative_artificial_intelligence_g

Me, Myself & AI: Understanding and Safeguarding Children’s Use of AI Chatbots – Internet Matters (UK, Jul 2025). https://www.internetmatters.org/wp-content/uploads/2025/07/Me-Myself-AI-Report.pdf

The State of the World’s Children 2024: The Future of Childhood in a Changing World – flagship report (Nov 2024). https://www.unicef.org/media/165156/file/SOWC-2024-full-report-EN.pdf

How’s Life for Children in the Digital Age? – OECD Policy Insights paper (June 2025).https://www.oecd.org/content/dam/oecd/en/publications/reports/2025/05/how-s-life-for-children-in-the-digital-age_c4a22655/0854b900-en.pdf

Are You Closing Curtains?

I was asked recently to help parents understand how the end point of schooling does not have to be examinations. This metaphor sprang to mind. Imagine schooling as beginning with children entering a room with a window. That window is the window into the wider world.

In the early years, that window is wide open. The light is real. The world is full of colour, sound, movement. Children are drawn toward it, naturally. They want to explore, to ask questions, to find out how things work. And at that age, we often let them. We take them through that window—into gardens, communities, workshops, forests. Learning feels alive. It’s tangible.

But slowly, almost imperceptibly, something shifts. As children grow older, the window doesn’t disappear—but the access to it changes. They’re still expected to look out, to care about what lies beyond. Yet fewer and fewer opportunities are offered to go through it. And then comes the curtain, gradually closing in the window.

A thick, dark curtain begins to close across the window. For me, that curtain represents something we’ve collectively allowed to dominate learning for far too long. We’ve insisted on predefined end points—like examinations—that focus not on growth, but on control. The curtain blocks the view and narrows the path. It tells learners: “The world will open up again—once you prove yourself in this one way.”

This, to me, is where traditional schooling has lost its way. What if we simply removed the curtain?

When we remove that curtain, the world isn’t something that comes after learning. It becomes part of learning, right from the start. The future isn’t a vague, distant reward. It’s personal, visible, and actionable. Every learner has the chance to develop their own sense of direction, to pursue what matters to them—not later, but now.

I’ve seen how, when given the trust and tools to develop the right skills, young people can readily guide their own learning. The endpoint of their journey at the school level is the ability to be lifelong learners, ready for anything they choose or might occur during their lives. They are far better equipped to face the VUCA world of volatility, uncertainty, complexity and ambiguity. They become increasingly adaptive, self-directed and self-determined, able to choose exactly what they need to move toward their next stage—whether that’s university, further learning, starting a business, or launching something entirely original.

Some may still choose to take external exams—not because they’re told to, but because those steps make sense for the journey they’ve chosen. Others may curate a personal portfolio to demonstrate their capabilities and make their learning visible to those for whom it is relevant. The key is: they’re not waiting for permission. They’re not working for someone else’s finish line. They’re already walking toward their own future.

In this vision, learning doesn’t end in a test. It becomes visible through action—through what a person creates, contributes, explores, and chooses next. It’s not about ranking or proving. It’s about becoming.

Let’s remove the curtains that block engagement and limit opportunity, and give our young people something far more powerful than a test score. We give them a clear view of their own horizon—and the confidence to move toward it, step by purposeful step.

An endnote on how Learnlife approaches ‘making learning visible’.

Learnlife Barcelona embraces a transparent learning ecosystem—one without ‘curtains’. The development of lifelong learning skills begins as early as age six, with learners encouraged to create diverse artefacts that showcase their accomplishments as they progress through various stages. Advancement is not determined by age or standardised examinations, but by the individual’s ability to demonstrate relevant and evolving competencies.

Once learners have shown the capacity for self-directed learning, they may apply to transition to an ‘open path’ model for part or all of their schedule. In this model, learners take ownership of their learning journey, guided by their unique post-school goals. With mentor support, they focus on acquiring the skills, depth of understanding, and portfolios needed to unlock future opportunities.

Learnlife’s ‘Pathways to Possibilities’ program has been recognised by the Finnish organisation HundrED and is currently shortlisted among the world’s leading innovations in child-centred learning. The program can be accessed via https://hundred.org/en/innovations/learnlife-pathways.

Something to consider:

1. What part have I played—intentionally or not—in drawing the curtain across the window of learning, and how might I begin to pull it back?

2. If a child’s purpose, passion, or potential lies beyond the exam syllabus, are we prepared to value it equally—or even more?

3. How might learning change if we stopped asking, “What do they need to know for the test?” and started asking, “What do they need to thrive in life?”

4. What would it take—for me, for our school, for our system—to trust young people enough to let them walk through that window freely, with guidance but without gates?

Balancing Bots, Bonds and Belonging: learning in the age of AI

The world is experiencing profound upheavals. The rapid pace and intensity of these changes force us to reconsider the essence of learning and education. Navigating a world where teaching could be automated by bots, isolation is widespread, and individuals risk losing touch with their communities is daunting. It is in this environment that we must balance technology, nurture our human connections, and intentionally strengthen a sense of belonging within our communities.

Schools are poised to be the epicentre of this transformation. Human brains are naturally designed for creativity, and I love the energy that sparks from creativity and the thrill of tackling challenges. Right now, we are surrounded by unprecedented opportunities. Teachers, at last, can take on the role of human guides-by-the-side, allowing AI to create personal learning paths that bring out students' unique gifts and augment their passions. Schools must also become the playground for belonging, ensuring that in a changing society, younger generations stay rooted in culture and relationships.

Why the urgency? As Yong Zhao points out with incisive clarity1, the current system is built around a deficit model that will never empower individuals to become truly great. A deficit model assumes that all students must journey through a standard curriculum, remediated if they fall behind or advanced if they excel. Zhao asserts that these systems will only ever produce mediocrity at best, as they revolve around known solutions to known problems.

The imperative to transform education is clear. We face a choice, both as individuals and as communities: Do we pretend that these changes aren’t happening, or do we embrace the creative challenge to redefine how we identify and unleash individual strengths? Learning could become genuinely personal, and as Reid Hoffman argues2, we should see generative AI as the "steam engine of the mind," a tool that will profoundly reshape both our professional and personal lives.

I am energised by the possibilities and will happily provoke forward-thinking conversations on what emerging generations will need to thrive in a world of accelerating change. If we don’t embrace these challenges and opportunities, we risk failing not only the current generation but all those that follow.

Images created via Midjourney

Like every other community, Learnlife faces these same fundamental questions and struggles with similar complexities. The challenge is to maintain balance: becoming highly relational and deeply human while simultaneously adopting AI, adapting our practices, and ensuring everyone becomes adept in this new ecosystem born from the cognitive industrial revolution. 

Adopting AI is just the first step. We must adapt what we do and how we do it to remain relevant and forward-thinking. Ultimately, the goal is to become adept, to ensure that everyone, students and educators alike, flourish in this evolving transformed ecosystem.

Take action – starting with questions

1. How can we remain relevant in a world where AI is rapidly transforming professional and personal landscapes?

2. What risks do we face if we continue to prioritise standardised testing and one-size-fits-all education over personal, learner-driven learning?

3. Are we fostering creativity and personal growth, or are we still relying on a standardised, deficit-based model of learning?

4. How can we balance the integration of AI with maintaining human connections and a sense of belonging?

5. How do we intentionally cultivate a sense of community, alongside cultural and personal grounding in our schools?

   1 Yong Zhao, Artificial Intelligence and Education: End the Grammar of Schooling

   2 An interview with Reid Hoffman, Gen AI: A cognitive industrial revolution

‘for the first time I can see something better than exams.’

‘for the first time I can see something better than exams.’

This simple declaration from an educator visiting Learnlife recently made my day! Exams have for so long been one of the biggest blockers to meaningful change, forcing all to have to play by a mandated rule book that chains them to the past. The increasing mental health issues, very evidently triggered by exams, are a great worry. The pandemic meant that many teachers saw into the home lives of students, recognising that it wasn’t intellectual capacity that was preventing ‘success’, but maybe it was having to hold down a job, or look after siblings or a myriad of other factors.

This is where I pay tribute to the amazing team of Learnlife Learning Guides & their development of new ways to assess learner growth. Ways that are authentic, rigorous, creative & reliable. It’s encouraging that some universities have opened pathways that are not based on exams.

Here’s an overview of the ways learner capability is tracked, measured & demonstrated. The process starts with a notice of intent to graduate, followed by the co-creation of a plan to demonstrate learning:
•           Various projects: Showcases, 360s, Well-being Rites of Passage, Capstone projects
•           Demonstrations of technical skills & personal autonomy
•           Learning journals, Learning Vitae, competencies trackers
•           Competency ‘defences’ based on diverse learning artefacts

These methods aren't just a list; they're part of a dynamic process where learners progress by demonstrating their capabilities, not age. Artefacts can include projects, presentations, papers, challenges, performances, internships, learning experiences, personal rites of passage & much more. For each competency, learners provide a link to their evidence & other information on the tracker.

This is just a very brief overview. The process itself replicates earlier transition requirements as learners move from program to program, not because of age, but based on demonstrating their capabilities. By the end of the ‘Changemaker’ program, learners are very familiar with the concept and process.

As I observe the learners nominate their readiness to transition or graduate, I really love the authenticity of tasks, the rigour required, the ability to demonstrate creativity in so many areas – and the reliability of the ‘checkpoints’. I see high level engagement. I see a desire to push themselves further into experiences where deep learning is necessary. I see something that is so much more challenging and worthwhile than any last minute cramming for what is likely going to be a forgettable exam experience. I see a future that might just free us up to love lifelong learning!

Onwards. Always Onwards.

Wow. 2023. What a year! If we thought the pandemic, continuing climate challenges or the conflict in Ukraine were enough to demonstrate that the concept of a VUCA (volatile, uncertain, complex, ambiguous) world was spot on, then the 2023 additions – the game changing realms of generative AI, alongside further devastating conflict in the Middle East, definitely slams this reality home. 

The glaring inadequacies of current school systems have never been more exposed. By failing to transform the goals, purpose and experience of learning, we are fundamentally failing this generation.

Let’s flip our perspective - with a different VUCA as the solution, not just the challenge.
 
There’s a 2.0 version of VUCA that reframes it as Vision, Understanding, Clarity, and Agility. Without any doubt we need leaders who can demonstrate each of these qualities. However, I offer an even more evolved VUCA 3.0 version as a way forward – Vision that is Unifying, Creative and Active.

Imagine a future where learning equips individuals to be continuous and autonomous learners, embodying resilience, adaptability and ethical integrity. They learn to grow a self-transforming mindset. In a world of accelerating disruption, and where the future impact of AI on education, along with the role of teachers, is in reality still an enigma, adherence to a rigid curriculum is no longer tenable.

The emphasis must shift to cultivating robust autonomous learning capabilities, empowering individuals to navigate and adapt to any future learning or career path. Recognising lifelong learning competencies as the foundation of any education is now essential – and it's just the beginning.

We must infuse this journey with recurrent opportunities to actively foster resilience, adaptability and ethical integrity in every learner. These should be the levellers and measure of success. Not international comparisons and increasingly irrelevant and meaningless examinations.

Here lies the challenge for every community: to co-create a powerful vision, that unifies the community, catalyses creativity and is focused on action. VUCA 3.0. If we are to thrive into the future, this equation has to be the starting point. How can we look at a newborn child of 2023 and not do everything and anything possible to ensure they will still be thriving in 2123?

Starting From Scratch

Starting from Scratch

When the goal is to provide an entirely fresh experience of learning, with the ambition of unleashing learner curiosity, facilitating stronger learner agency and enabling discovery, then the challenge is to effectively start from scratch again.

Learnlife has tackled this challenge in a variety of ways – and sharing those now might help others look differently at their own context. During its journey toward growing resilient lifelong learning capabilities in learners, the team has considered different ways of approaching curriculum, content and experiences, in order to maximise the wider goals. Those goals also include an outcome where people flourish and thrive into the future, while creating a noticeably positive impact upon their communities and perhaps even in a more global context.

The Paradigm Shift

There is a wider vision driving all thinking connected to creating new ways of viewing schedules and cycles. Inspired by the concepts of heutagogy, the personal learning mindset has helped direct all planning. Every learner will be at different stages on a journey toward growing strong self-determined learning capacity – essential for becoming proficient lifelong learners. Every learner is also likely to be at different stages of self-direction based on their strengths in different areas of learning and their own experiences.

Figure 1 – the wider paradigm

Figure 1 captures this flow from being recipients of content to becoming capable self-determined learners. Terms such as personalised learning are commonly used in relation to learning programmes becoming more student-centred. Learnlife views this as a great step in the right direction, but recognises that personalised learning typically involves a teacher or computer programme selecting the learning experiences for the learner. A personal learning mindset, as a wider goal, aims to enable stronger learner agency and self-awareness as learners, and the ability to generate their own learning pathway, now and into their future.  

Risk and Vision – perfect pairing

The risk is to approach new ways of experiencing learning that are sufficiently removed from traditional or industrial modes of thinking, so as to minimise reversionary tendencies. It is all too easy to simply shuffle the deckchairs rather than take a more iterative future-focused and fresh approach.

To do this, the vision for what might be needs to be bold, loud and accessible. The process of collective envisioning needs to produce a guiding statement, itself instantly understandable and owned by the community. These statements will become the north star guiding actions and choices moving forward. A team approach that ultimately involves learners as the co-creators of their experiences can spark fresh thinking and ideas that were perhaps never first imagined. The process creates a life of its own with continual iterations and improvements moving forward. It is a living vision.

What did we do at Learnlife?  

Initial thinking commenced for younger adolescents participating in the Urban programme in central Barcelona.

Figure 2 Starting Points

The starting point was to consider what did we want to include in a weekly programme. Core to our thinking was the need to grow a community which was very clearly founded on a shared positive experience of relationships. Maslow before Bloom thinking. So, CONNECT became part of every day and week – the first foundational building block. Connecting with self, connecting with others, Connecting with our own bodies.

The Urban programme is set up as a studio-based learning programme. CREATE came next. We wanted the learners to spend a major part of every day in different studios as a way of expanding their horizons and allowing passion to drive them forward.

Blessed with a thriving, creative and energetic urban environment right at the doorstep, DISCOVER became another initial piece of the puzzle. We visioned learning experiences occurring anywhere, everywhere throughout the accessible and surrounding communities, museums, workplaces and start up studios. As a starting point, one day a week was set aside for this. This engagement with the wider Barcelona communities, culture - and challenges, provided an authentic, organic pathway into transdisciplinary thinking.

The first learner-imagined component arose as part of the DISCOVER building block. As learners grew their love of learning, they started to suggest short term workshops that they might lead. Workshops such as those to learn basic Russian, to better understand the physics of skateboarding or the nuances of Catalan cuisine, emerged from the learners themselves. Learner-led discovery. Exactly what we had hoped for – but arising from an evident new joy in learning.

Mindful that there is an existing body of knowledge that can provide a launch pad for applied thinking, EXTEND became part of the weekly schedules. Learners displayed a wide range of understanding and competence with regard to their literacy and numeracy skills, so the Core Concepts Lab (CCLs) workshops were added into the equation. Mindful that the wider vision was for highly personal learning programmes, these CCLs were tailored to the variety of presenting needs. In time, thinking scientifically was included as a further building block.

Learners presented with a number of different language experiences. Most learners could confidently speak two or three different languages. The concept of ‘heart language’ developed. Learners could output in the language that best expressed their emotions. Further EXTEND workshops were created for those who wanted to learn or strengthen a different language.

The final component of the initial model for scheduling learning experiences each week involved learning arising from the reflection process. REFLECT became an essential component of all learning. It also formed a specific way to conclude a cycle of learning. Learners reflected on all their learning in a 360 meeting. These meetings involve a learner finding creative ways of presenting their learning from the current cycle to a selected audience, typically including some peers, a Learning Guide and a parent or guardian. A 360 assessment ends with the small audience providing tips and tops. Tips for further directions in their learning, tops as a way of celebrating the learning.

We’ve Only Just Begun

This post has attempted to capture the starting point of thinking for the learning schedules and wider cycles of the Learnlife Urban programme in Barcelona. With every new week, every new learner and every new Learning Guide, the process is continually enriched with fresh thinking and constant improvements. The team – and indeed the whole community – has embraced a fail forward  mindset, one that views all experiences as being highly valid in growth as lifelong learners. As so often happens on an adventure, it is the unexpected pathways and spontaneous side-tracks that have led to some of the best learning experiences – and the gradual development of a learning ecosystem that no longer thinks of itself as a school with students – rather learners constantly seeking to grow themselves, their community and make a positive impact on the wider world.

Remote and online learning

In a mobile world, learning is no longer confined to a static time and place. Face-to-face and online learning, or a blend of the two, are now equally suitable choices. The goal should be for quality learning in either contexts. The focus needs to be to create a unique online learning environment that suits the needs of the learners, not an online replica of face-to-face school. There are a couple of key challenges. The first is to ensure that any online and blended pedagogy is potentially stronger than a real time learning experience. The second is to ensure that online learning occurs in highly relational, collaborative contexts. No learner should ever feel alone in cyberspace.

Learnlife Learning Paradigm - Element 13: Online and Blended Learning Experiences

Executive Summary

Full Element