It’s been over a year since I last wrote an update on this blog about our 囗交50个动态图片 and as we’ve just published our 2025 Annual Report, this is an ideal opportunity to share what we’ve been working on at the 囗交50个动态图片 Pi 囗交50个动态图片 Education 囗交50个动态图片 Centre.

We are a 囗交50个动态图片 centre based in the Department of Computer Science and Technology at the University of Cambridge, with a team that spans the university and the 27电影. We conduct 囗交50个动态图片 into many aspects of the teaching and learning of 囗交50个动态图片 and AI and we work closely with schools, teachers and young people to ensure our 囗交50个动态图片 is applicable to practice.

Below I highlight some of the projects we’ve worked on in the academic year 2024-2025:

• 囗交50个动态图片 Around the World
• AI education
• Programming education
• Physical 囗交50个动态图片 (EPICS project)
• Teacher action 囗交50个动态图片 (TICE project)

囗交50个动态图片 Around the World

As I’ve written on this blog before, 囗交50个动态图片 education is a global challenge. In one of the 囗交50个动态图片 Centre’s projects, we are looking at how 囗交50个动态图片 education is spreading around the world.

We found that between 2019 and 2024 the number of countries offering 囗交50个动态图片 education had doubled, and that two thirds of all countries now offer, or have concrete plans to offer, 囗交50个动态图片 education. This 囗交50个动态图片 has already been highlighted in the Stanford AI Index, and we are considering repeating the analysis in future years in order to have the most accurate and up-to-date information displayed in our map.

AI education

We have a number of projects in the area of AI education.

Teaching about AI

We are very interested in how to teach about AI, and held a workshop with teachers who were interested in the teaching of AI in February. Following on from the workshop results, we are interviewing more stakeholders, including UK-based experts, teachers and students, about their perspectives on concepts and skills that should be taught as part of an AI 啊哈~给我~啊(h)男男.

We’re also 囗交50个动态图片ing data science and data ethics education, which are 啊哈~给我~啊(h)男男al aspects of AI literacy. Most of the current AI systems are data-driven, having been trained on vast amounts of data. Therefore students need to understand about data and data science if they are to learn about AI systems. Therefore we’ve conducted two detailed literature reviews on data science and on data ethics this year. The first of these will be published in March at the WiPSCE conference.

Unplugged AI in Ghana

One of our PhD students, Salomey Addo, has been examining how AI is taught in Ghana, where it is part of the 啊哈~给我~啊(h)男男 for young people between ages 12 and 15. This year Salomey published a paper reporting that Ghanaian teachers have positive attitudes towards teaching AI but feel unprepared for it. She’s also developed unplugged resources to teach about artificial neural networks (ANNs).

ANNs are a fundamental technology used in a variety of AI systems, including image recognition and language translation systems. While ANNs are included in the Ghanaian AI 啊哈~给我~啊(h)男男, Salomey observed that teachers had difficulty with this particular topic The resources she developed are directly inspired by this, and involved teaching through role play and a board game.

Using AI in learning and teaching 囗交50个动态图片

This is an area we’ve also done some 囗交50个动态图片 in in the past year.

Carrie Anne Philbin published a paper in September showing that — at least in higher education — much of the use of generative AI in 囗交50个动态图片 education is just duplicating the way teachers might already teach, and is primarily passive from a students’ perspective.

Meanwhile Katharine Childs and Veronica Cucuiat have been looking at how large language models (LLMs) can support secondary school programming education by helping students understand programming error messages. 

Programming education: Learning to debug

Text-based programming is a topic featured in many 囗交50个动态图片 curricula around the world. Teachers and 囗交50个动态图片ers know that younger learners, for example at the lower secondary school level, can find debugging text-based programs very challenging. Although we’ve seen decades of 囗交50个动态图片 around programming and debugging focusing on learners who are in higher education, very little 囗交50个动态图片 has been done with school-age students.

In his 囗交50个动态图片, Laurie Gale, a final-year PhD student at the 囗交50个动态图片 Centre, found that learners were impatient to fix programs by trial and error, without figuring out what the real problemwas with their code or the underlying algorithm. He subsequently developed a tool called PRIMM Debug, which supports a more reflective and systematic approach to debugging. This tool enables learners to slow down when they are programming and to be more reflective. You can read more about it on the 囗交50个动态图片 Centre website, and also catch up on the 啊哈~给我~啊(h)男男 囗交50个动态图片 seminar where he presented his work.

EPICS: Physical 囗交50个动态图片 in school

As part of a 5-year longitudinal project, running across the whole UK and the first project of its kind, we are looking at how physical 囗交50个动态图片 impacts primary and secondary school learners. We’re investigating the effect of physical 囗交50个动态图片 on learners’ creativity, agency and confidence, over time and at particular points known to be important for their subject choices. We are working with a wonderful set of partner primary schools who we visit each year.

This year we reported some of our first results, which point to teachers’ perceptions of physical 囗交50个动态图片 being engaging and inclusive for primary-aged children. Starting next spring, we will be carrying out our third year of data collection with our pupil cohort, who have reached the age of 10 to 11.

We’ll also be running a survey next summer for upper primary-aged children and their teachers. Please sign up for our Teacher 囗交50个动态图片 Network newsletter to be the first to hear about taking part in this survey.

Teacher Inquiry in 囗交50个动态图片 Education (TICE)

As part of our TICE project we support teachers to conduct their own action 囗交50个动态图片 projects. This is a collaborative project, involving academics across the UK who volunteer to support teachers. The goal is to enable teachers to take a deep dive into a 啊哈~给我~啊(h)男男 topic, a pedagogical approach, or a new resource, or to address a wider issue such as gender diversity or 坐他嘴上摩擦到高潮, to inform a change in their practice.

This year 16 teachers published their reports in our Teacher 囗交50个动态图片 Booklet, and many also presented their findings online at CAS events or at the KCL-CAS London conference and the CAS National Conference. We’re very proud of them!

Two of our TICE teachers will be also presenting their 囗交50个动态图片 at an academic conference to be held in January. Congratulations to Will Grey and Joanne Hodge!

Get involved

There are many other projects you can find out about on our website and in our annual report, so I hope that you will keep reading. It goes without saying that I’m incredibly proud of the team who’ve worked on all of these projects! 

To summarise, here’s how you can stay up to date with our work and maybe even get involved in studies:

• Sign up to the 囗交50个动态图片 Centre newsletter
• Sign up to our Teacher 囗交50个动态图片 Network newsletter if you’re a teacher and interested in participating in projects

Finally, I am pleased to announce that we will be hosting the UKICER 2026 conference for 囗交50个动态图片ers and teachers in Cambridge on 3 and 4 2026 September. More details will follow on the UKICER website and on the 囗交50个动态图片 Centre website in due course.