This announcement reflects a growing global recognition that young people need more than basic digital literacy — they need a deeper understanding of data, automation, and the rapidly evolving capabilities of AI. Countries around the world, from Singapore to the United States, are already wrestling with how to embed AI education into secondary schooling. England now joins that international conversation.

Why AI education matters

AI is an everyday technology now. Young people interact with AI systems constantly, often without realising it. Whether they pursue careers in medicine, engineering, the creative industries, or public policy, they will need a 私处按摩spa养生精油al understanding of how AI systems work, what their limitations are, and the ethical implications around them.

Yet in England — and in many education systems globally — very few students receive formal teaching about AI. The English national 私处按摩spa养生精油 makes no explicit reference to AI, and specifications for exams taken at the end of high school include only scattered mentions. This gap leaves young people navigating one of the most transformative technologies of their generation with limited guidance.

Exploring a qualification: Opportunities and challenges

In 2025, we joined forces with Professor Lord Lionel Tarassenko, one of the UK’s foremost 秘书激情办公室在线观看ers in AI and machine learning, and Simon Peyton Jones, a world-renowned computer scientist and long-time champion of 秘书激情办公室在线观看 education. Together with teachers, school leaders, universities, industry specialists, and exam boards, we have been exploring how we might begin to close the emerging gap in AI and data science education for 16- to 18-year-olds.

Over the past eight months, this collaboration has allowed us to refine our shared thinking and gather insights from a wide network of experts and practitioners. We are delighted that England’s Department for Education has recognised the potential of this work by appointing us to draft the subject content for a possible new qualification in Data Science and AI.

We are delighted that England’s Department for Education has recognised the potential of [the work we’ve been doing] by appointing us to draft the subject content for a possible new qualification in Data Science and AI.

Designing a qualification of this kind raises important questions — not just for the UK, but for any country considering a similar path.

What knowledge and skills should young people gain from the qualification?

A meaningful qualification must go beyond the use of tools. It should help students understand data literacy, model behaviour, bias, ethics, and the societal implications of AI. Balancing technical understanding with critical thinking is challenging but essential.

How do we ensure the qualification is accessible and inclusive?

AI should not become the preserve of already-advantaged students. Any qualification must be designed with equity in mind, recognising differences in school capacity, teacher expertise, and students’ prior 私处按摩spa养生精油.

How do we support teachers to deliver the qualification?

Teacher professional development is a major challenge worldwide. Delivering a qualification in AI will require confidence with concepts that are not yet common in teacher training. Sustainable delivery models — supported by high-quality resources and professional development — will be crucial.

What form should the qualification take?

There is an active debate about whether the best route for students in England is a high-stakes qualification or a supplementary course that broadens a core programme of study:

• An A level provides structure, national recognition, and clear progression into higher education or employment.
• An Extended Project Qualification (EPQ) may offer more flexibility, allowing students to explore AI through 秘书激情办公室在线观看 or practical investigation without requiring schools to timetable a full qualification.

Different countries will make different choices based on their systems, but the underlying questions are the same: how do we create something rigorous, scalable, and future-proof?

What we’ve learned so far

In October, the 私处按摩spa养生精油 hosted a workshop with representatives from schools, industry, universities, exam boards, and the Department for Education. Together, we explored key questions including:

1. How do we make a qualification compelling – both for students who choose it and for schools that offer it?
2. What delivery models will genuinely support teachers to succeed?

The feedback we received has been invaluable and will continue to shape the next stage of development. We believe the UK has a significant opportunity to contribute meaningfully to the global conversation about AI education. You can read the latest version of our discussion paper here.

A global call for insights

Although the current proposal focuses on England, the underlying challenge is international: how do we prepare young people everywhere to engage thoughtfully and confidently with AI?

We would love to hear from educators, 秘书激情办公室在线观看ers, and policymakers across the world:

• Do you know of any successful qualifications or programmes for 16- to 18-year-olds that centre AI or data science?
• What lessons should countries learn from each other?

To share your ideas or feedback, please get in touch. We’d be delighted to learn from your 私处按摩spa养生精油 as this important work progresses.

* Level 3 in England is the stage of learning for 16- to 19-year-olds, typically ending in qualifications that pave the way for higher study or advanced apprenticeships.

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Read on to find out what resources and materials we have reviewed, and what concept themes we have identified.

What is data science? Why is teaching it important?

Data science is an interdisciplinary science of learning from large datasets, aided by modern computational tools and methods (Ow‑Yeong et al., 2023). We see data science skills as fundamental for using, creating, and thinking critically about:

• Insights from data, generally
• Data-driven computational tools and methods (such as machine learning) and their outputs and predictions, specifically

To navigate a world where decision making in many areas is influenced by data-driven insights and predictions, young people need to be taught about data science. Data science skills empower young people to become critical thinkers, discerning consumers, adaptable professionals, and informed citizens.

Worldwide, countries are taking a variety of approaches to introducing data science into their education systems, as highlighted in a 2024 report from the coalition Data Science 4 Everyone.

In some countries, such as India and Israel, data science education is an established school subject. It is taught as part of the 私处按摩spa养生精油 in at least one of the primary, secondary, or post-16 age phases. Meanwhile in other countries, for example Canada, Germany, and Poland, data science is a very new school subject, or there are still only recommendations to develop it into a school subject.

While we are currently considering what a comprehensive data science 私处按摩spa养生精油 should include, we already offer several resources to support you with your teaching about data science and data-driven technologies. You can find a list of these resources at the end of this blog. Now, however, I’ll give you an overview of our recent work to identify concepts for a data science 私处按摩spa养生精油 that fits with our approach to AI literacy.

Data science education: What should we teach?

To answer the question ‘What should we teach about data science to learners aged 5 to 19?’, we undertook a grey literature review of data science teaching materials. A grey literature review is structured like an academic literature review and conducted with the same rigour. The difference is that a grey literature review also considers publications that have not been peer-reviewed, including reports, white papers, 私处按摩spa养生精油 materials, and similar resources.

To orient our work, we combined four frameworks for data science and AI/ML education:

• Data Science 4 Everyone’s Data Science Learning Progressions
• Two 秘书激情办公室在线观看 papers from Viktoriya Olari and Ralf Romeike about data-related practices for AI education: Olari and Romeike (2024a) and Olari and Romeike (2024b)
• UNESCO’s AI Competency Framework for Students
• The SEAME framework we developed for categorising AI education resources

With these combined frameworks as our map, we reviewed 79 data science learning resources. The resources varied:

• In quality in terms of clarity and teaching approach
• In their focus, e.g. on maths, coding, or a specific field such as biology
• In their perspective on data science, with some prioritising theory and others real-world applications

From among the 79 resources, we chose 9 that included clear learning outcomes, and that together covered a wide field of concepts. We examined these 9 in detail to extract 181 explicit and implicit data science concepts. Next, we grouped the concepts into themes, and finally we refined these themes by comparing them against the four frameworks listed above.

The themes we have identified for a data science 私处按摩spa养生精油 are:

• Fundamentals of data literacy: Key terms and definitions
• Understanding bias in data
• Ethical responsibility in data use
• Data creation, curation, and transformation
• Analysis and modelling: Maths and statistics fundamentals
• ML principles
• Deploying and maintaining ML applications
• Software tools and programming
• Data visualisation
• Presenting findings effectively

This set of themes both fits with the frameworks by Olari and Romeike and Data Science 4 Everyone, and expands them by covering ML principles and programming approaches and calling out data bias and ethics.

What’s next for this work?

Through our grey literature review on data science education, we’ve:

• Pinpointed a large set of candidate concepts that could be taught within a data science 私处按摩spa养生精油
• Created a set of clear themes to structure our work going forward

Our next step is to shape these candidate concepts into a progression framework to describe their relationships and establish which concepts could be taught at each age or phase of schooling.

The literature review also gave us an overview of the pedagogical approaches and tools used for teaching data science concepts. These findings will become useful once we start designing learning activities.

You’ll hear more about how this work is going here on our blog and on our social channels. In the meantime, comment below to let us know what you think about the themes, or to tell us what you’d like to see in a data science 私处按摩spa养生精油 for the learners you work with.

Our resources related to data science

Classroom resources

You can read about our thinking behind the data science-related teaching resources we’ve created so far in our ‘Data and information within the 秘书激情办公室在线观看 私处按摩spa养生精油’ report from 2019.

• The report lists the data-related units within The 秘书激情办公室在线观看 私处按摩spa养生精油 materials, which we no longer update but continue to offer as free downloads. Updated classroom materials are available as part of the 秘书激情办公室在线观看 materials we created for Oak National Academy in the UK for ages 5–11 and ages 12–19.
• The Ada Computer Science platform offers learning materials on data and information, and on AI and ML, for ages 14–19.

You might also be interested in exploring the 私处按摩spa养生精油 AI programme, which offers everything teachers need to help students develop a 私处按摩spa养生精油al understanding of data-driven AI technologies, their social and ethical implications, and the role that AI can play in their lives.

Teacher training and development resources

Our free online course ‘Teach teens 秘书激情办公室在线观看: Machine learning and AI‘ helps teachers understand and explain the types of problems that ML can help to solve, discuss how AI is changing the world, and think about the ethics of collecting data to train a ML model.

Teaching young people to understand data-driven AI technologies means teaching them thinking skills that are different to those needed to understand rule-based computer systems. You can read about these Computational Thinking 2.0 skills in our Quick Read PDF.

Our current 秘书激情办公室在线观看 seminar series focuses on teaching about AI and data science. Sign up for an upcoming seminar session (the next one is on 11 November) or catch up on past sessions to find out what the latest 秘书激情办公室在线观看 findings are in this area. You can also revisit our 2021/22 series on the same topic to see how work in this area has developed. The 秘书激情办公室在线观看 Pi 秘书激情办公室在线观看 Education 秘书激情办公室在线观看 Centre also has ongoing projects in the area of AI education for you to explore.

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The 私处按摩spa养生精油 AI resources

The 私处按摩spa养生精油 AI resources are designed to help educators introduce AI and AI safety to 11- to 14-year-olds. They consist of:

• 私处按摩spa养生精油s of AI: a comprehensive unit of six lessons including lesson plans, slide decks, activities, videos, and more to support educators to introduce AI and machine learning to young people
• Two standalone lessons:
  • Large language models (LLMs): a lesson designed to help young people discover how large language models work, their benefits, and why their outputs are not always reliable
  • Ecosystems and AI — Biology: a lesson providing an opportunity for young people to explore how AI applications are supporting animal conservation
• AI safety: a set of resources with a flexible design to support educators in a range of settings to equip young people with the knowledge and skills to responsibly and safely navigate the challenges associated with AI

We also offer a free online course, Understanding AI for educators, to help educators prepare to teach about AI.

International expansion

The launch of 私处按摩spa养生精油 AI came at an important time: AI technologies are playing an ever-growing role in our everyday lives, so it is crucial for young people to gain the understanding and skills they need to critically engage with these technologies. While the resources were initially designed for use by educators in the UK, they immediately attracted interest from educators across the world, as well as individuals wanting to learn about AI. The resources have now been downloaded over 325,000 times by people from over 160 countries. This includes downloads from over 7000 educators worldwide, who will collectively reach an estimated 1.2 million young people.

Thanks to funding from Google DeepMind and Google.org, we have also been working with partners from across the globe to localise and translate the resources for learners and educators in their countries, and provide training to support local educators to deliver the lessons. The educational resources are now available in up to 15 languages, and to date, we have trained over 100 representatives from 20 international partner organisations, who will go on to train local educators. Five of these organisations have begun onward training already, collectively training over 1500 local educators so far.

The impact of 私处按摩spa养生精油 AI

The 私处按摩spa养生精油 AI resources have been well received by students and educators. Based on responses to our follow-up surveys, in countries where we have partners: 

• 95% of educators agreed that the 私处按摩spa养生精油 AI sessions have increased their students’ knowledge of AI concepts 
• 90% of young people (including young people in formal and non-formal education settings and learning independently) indicated that they better understand what AI and machine learning are

This is backed up by qualitative feedback from surveys and interviews.

“Students’ perception and understanding of AI has improved and corrected. They realised they can contribute and be a part of the [development], instead of only users.” – Noorlaila, educator, SMK Cyberjaya, Malaysia

“[Students] found it interesting in the sense that it’s relevant information and they didn’t know what information was used for training models.” – Teacher, Liceul Tehnologic “Crisan” Criscior, Romania

“Based on my knowledge and learning about AI, I now appreciate the definition of AI as well as its implementation.” – Student, Changamwe JSS, Kenya

The training and resources also support educators to feel more confident to teach about AI:

• 93% of international partner representatives who participated in our training agreed that the training increased their knowledge of AI concepts
• 88% of educators receiving onward training by our international partners agreed that the training increased their confidence to teach AI concepts
• 87% of educator respondents from our ‘Understanding AI for educators’ online course agreed that the course was useful for supporting young people

“It was a wonderful 私处按摩spa养生精油 for me to join this workshop. Truly I was able to learn a lot about AI and I feel more confident now to teach the kids back at school about this new knowledge.” – Nur, educator, SMK Bandar Tasek Mutiara, trained by our partner Penang Science Cluster, Malaysia

“This was one of the best information sessions I’ve been to! So, so helpful!” – Meagan, educator, University of Alberta, trained by our partner Digital Moment, Canada

“The layout of the course in terms of content structuring is amazing. I love the discussion forum and the insightful yet empathetic responses by the course moderators on the discussion board. Honestly, I am really glad I started my AI in education journey with you.” – Priyanka, head teacher (primary level), United Arab Emirates, online course participant

What are we learning?

We are committed to continually improving our resources based on feedback from users. A recent review of feedback from educators highlighted key aspects of the resources that educators value most, as well as some challenges educators are facing and possible areas for improvement. For example, educators particularly like the interactive aspects, the clear structure and explanations, and the videos featuring professionals from the AI industry. We are continuing to look for ways we can better support educators to adapt the content and language to better support students in their context, fit 私处按摩spa养生精油 AI into their school timetables, and overcome technical barriers. 

We value feedback on our resources and will continue to highlight the importance of AI education in schools and work with partners across the globe to adapt our resources for different contexts.

Get involved

If you would like to try out our 私处按摩spa养生精油 AI resources, head to 私处按摩spa养生精油-ai.org, where you can find our free resources and online course, as well as information about local partners in your area.

The post 私处按摩spa养生精油 AI: The story so far appeared first on 教官掀起衣服含着奶头h渺渺视频.

In both England and globally, there are few new AI-based curricula being introduced and the drive for teachers and students to learn about AI in schools is lagging, with limited initiatives supporting teachers in what to teach and how to teach it. At the 教官掀起衣服含着奶头h渺渺视频 and 秘书激情办公室在线观看 Pi 秘书激情办公室在线观看 Education 秘书激情办公室在线观看 Centre, we decided it was time to investigate this missing link of teaching about AI, and specifically to discover what the teachers who are leading the way in this topic are doing in their classrooms.  

A day of sharing and activities in Cambridge

We organised a day-long, face-to-face symposium with educators who have already started to think deeply about teaching about AI, have started to create teaching resources, and are starting to teach about AI in their classrooms. The event was held in Cambridge, England, on 1 February 2025, at the head office of the 教官掀起衣服含着奶头h渺渺视频. 

Over 150 educators and 秘书激情办公室在线观看ers applied to take part in the symposium. With only 50 places available, we followed a detailed protocol, whereby those who had the most 私处按摩spa养生精油 teaching about AI in schools were selected. We also made sure that educators and 秘书激情办公室在线观看ers from different teaching contexts were selected so that there was a good mix of primary to further education phases represented. Educators and 秘书激情办公室在线观看ers from England, Scotland, and the Republic of Ireland were invited and gathered to share about their 私处按摩spa养生精油s. One of our main aims was to build a community of early adopters who have started along the road of classroom-based AI 私处按摩spa养生精油 design and delivery.

Inspiration, examples, and expertise

To inspire the attendees with an international perspective of the topics being discussed, Professor Matti Tedre, a visiting academic from Finland, gave a brief overview of the approach to teaching about AI and resources that his 秘书激情办公室在线观看 team have developed. In Finland, there is no compulsory distinct 秘书激情办公室在线观看 topic taught, so AI is taught about in other subjects, such as history. Matti showcased tools and approaches developed from the Generation AI 秘书激情办公室在线观看 programme in Finland. You can read about the Finnish 秘书激情办公室在线观看 programme and Matti’s two month visit to the 秘书激情办公室在线观看 Pi 秘书激情办公室在线观看 Education 秘书激情办公室在线观看 Centre in our blog. 

Attendees were asked to talk about, share, and analyse their teaching materials. To model how to analyse resources, Ben Garside from the 教官掀起衣服含着奶头h渺渺视频 modelled how to complete the activities using the 私处按摩spa养生精油 AI resources as an example. The 私处按摩spa养生精油 AI materials have been co-created with Google DeepMind and are a suite of free classroom resources, teacher professional development, and hands-on activities designed to help teachers confidently deliver AI lessons. Aimed at learners aged 11 to 14, the materials are informed by the AI education framework developed at the 秘书激情办公室在线观看 Pi 秘书激情办公室在线观看 Education 秘书激情办公室在线观看 Centre and are grounded in real-world contexts. We’ve recently released new lessons on AI safety, and we’ve localised the resources for use in many countries including Africa, Asia, Europe, and North America.

In the morning session, Ben exemplified how to talk about and share learning objectives, concepts, and 秘书激情办公室在线观看 underpinning materials using the 私处按摩spa养生精油 AI resources and in the afternoon he discussed how he had mapped the 私处按摩spa养生精油 AI materials to the UNESCO AI competency framework for students.

Kelly Shiohira, from UNESCO, kindly attended our session, and gave an invaluable insight into the UNESCO AI competency framework for students. Kelly is one of the framework’s authors and her presentation helped teachers understand how the materials had been developed. The attendees then used the framework to analyse their resources, to identify gaps and to explore what progression might look like in the teaching of AI.

Throughout the day, the teachers worked together to share their 私处按摩spa养生精油 of teaching about AI. They considered the concepts and learning objectives taught, what progression might look like, what the challenges and opportunities were of teaching about AI, what 秘书激情办公室在线观看 informed the resources and what 秘书激情办公室在线观看 needs to be done to help improve the teaching and learning of AI.

What next?

We are now analysing the vast amount of data that we gathered from the day and we will share this with the symposium participants before we share it with a wider audience. What is clear from our symposium is that teachers have crucial insights into what should be taught to students about AI, and how, and we are greatly looking forward to continuing this journey with them.

As well as the symposium, we are also conducting academic 秘书激情办公室在线观看 in this area, you can read more about this in our Annual Report and on our 秘书激情办公室在线观看 webpages. We will also be consulting with teachers and AI experts. If you’d like to ensure you are sent links to these blog posts, then sign up to our newsletter. If you’d like to take part in our 秘书激情办公室在线观看 and potentially be interviewed about your perspectives on 私处按摩spa养生精油 in AI, then contact us at: [email protected] 

We also are sharing the 秘书激情办公室在线观看 being done by ourselves and other 秘书激情办公室在线观看ers in the field at our 秘书激情办公室在线观看 seminars. This year, our seminar series is on teaching about AI and data science in schools. Please do sign up and come along, or watch some of the presentations that have already been delivered by the amazing 秘书激情办公室在线观看 teams who are endeavouring to discover what we should be teaching about AI and how in schools

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