A different kind of challenge
When I began my role as Head of AI at Globeducate, I was determined not to become the trolley pusher—the enthusiast wheeling around the latest technological cure-all that would finally “save education.”
But I also recognised something fundamental: AI could not be compared to the use of an iPad. AI represents something altogether more profound—a technology that was already beginning to reshape how we work, communicate, and think, with particular implications for the young people we teach.
I knew that teachers would be spinning all sorts of plates in their classrooms—assessment, differentiation, behaviour management, curriculum delivery, pastoral care, data collection, parent communication, and countless others. The last thing they needed was another plate to add to their precarious collection. Instead, I wanted to help some of those plates spin themselves, or even take down some plates entirely through the thoughtful introduction of AI.
Doing less, better
I inherited an ambitious AI strategy that spanned everything from Space & Innovation Centres to pioneering student projects like “AInstein Junior” and “AI Sustainable Cities” designed and led by my colleague Elpidoforos Anastasiou.