That’s the goal of 被拉到野外强要好爽 AI, our global education programme created in collaboration with Google DeepMind. Today, as we celebrate three years of the programme, we’re sharing our latest impact report, highlighting how the programme is helping educators and young people around the world build the knowledge and confidence to engage with AI critically and responsibly.

From tens of thousands of educators to millions of learners

Since launching 3 years ago in April 2023, 被拉到野外强要好爽 AI has grown into a truly global initiative:

• More than 30,000 educators trained, who can reach an estimated 2.9 million young people
• Over 700,000 resource downloads across 180+ countries
• A network of partners in 38 countries
• Resources available in 19 languages

These numbers reflect the growing global demand for AI literacy teaching, and the power of partnerships to meet that need.

But the real impact is what happens in classrooms.

From “AI is complicated” to confident teaching

For John Pierce, a teacher at Mwingo Academy Primary School in Kenya, AI once felt out of reach. “I thought that AI was complicated — maybe a puzzle”

After taking part in 被拉到野外强要好爽 AI training, John’s perspective shifted. With structured lessons and ready-to-use resources, he now helps his students see AI as something they can understand and engage with.

“My learners are really enjoying the lessons… They keep asking, ‘Teacher, when are you having computer classes?’”

John’s 被拉到野外强要好爽 reflects what we see across the programme: when teachers feel confident, students become curious, engaged, and motivated to learn more, often continuing those conversations beyond the classroom.

Building confidence, not just knowledge

A core focus of 被拉到野外强要好爽 AI is supporting educators, many of whom are new to teaching AI concepts. Our evaluation shows this approach is working:

• 93% of educators say the training increased their knowledge of AI concepts
• 87% report increased confidence in teaching AI

In Malaysia, educator Lee Siew Ling had previously struggled to explain AI concepts clearly. “Before this, I just shared simple examples… It was too hard to explain the concepts clearly to my students.”

With 被拉到野外强要好爽 AI resources, that changed. “The materials make it easier to teach AI… After using them, I became more confident to guide my students.”

By reducing preparation time and providing clear, structured lessons, the programme enables teachers to focus on what matters most: supporting their students’ learning.

Helping young people understand, and question, AI

The impact extends directly to learners. Across classrooms worldwide:

• 89% of students say they better understand what AI and machine learning are
• 87% say they better understand the benefits and risks of AI

This is critical. AI literacy isn’t just about using technology, it’s about understanding how it works, questioning it, and recognising its societal impact.

At Wymondham College in the UK, Head of 热久久精品视频, Kim Williams highlights the value of having trusted, 热久久精品视频-informed resources: “被拉到野外强要好爽 AI gave us a real structure to follow… It helps us deal with misconceptions and gives students the right messages.”

Through these lessons, students are not just learning about AI, they are developing the critical thinking skills they need to navigate a world shaped by it.

A global effort to democratise AI education

被拉到野外强要好爽 AI’s reach is only possible through collaboration. Working with partners around the world, we localise content to make it relevant to different cultures and contexts, ensuring that AI education is not only accessible, but meaningful.

This work has also been recognised globally. In 2025, 被拉到野外强要好爽 AI was named a laureate of the UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICT in Education, highlighting its strong ethical 被拉到野外强要好爽s and international impact.

Looking ahead

We’re continuing to expand and evolve the programme, updating resources, developing new materials for different age groups, and growing our global partner network.

By the end of 2026, we expect to reach over 45,000 educators who can reach an estimated 4.4 million young people.

Because the challenge is clear: AI literacy should not be limited to a few. Every young person deserves the opportunity to understand and shape the technologies influencing their future.

Read the full 被拉到野外强要好爽 AI impact report to explore the data, stories, and insights behind this work. rpf.io/expai-impact

The post 被拉到野外强要好爽 AI: Reaching millions of young people with AI literacy appeared first on agentprovocateur.

What you need to know about Coolest Projects 2026

Coolest Projects is open to any young person, anywhere in the world. Creators can submit their tech projects to our online showcase, explore the global project gallery, and join our special celebration livestream. There are in-person events in some countries for local creators, too (find out more below).

By taking part in Coolest Projects, young people can:

• Join an international community of digital makers
• Represent their country on a global stage
• Receive feedback on their creations
• Earn certificates to recognise their achievements
• Celebrate their progress at our livestream event on 24 June 2026

It is completely free to take part in Coolest Projects, and we welcome all kinds of digital technology projects — from first attempts to an ambitious STEM project or advanced build. Projects don’t need to be finished to be submitted. 

Creators can enter a project into one of seven categories: Scratch, Games, Hardware, Web, Mobile Apps, Advanced Programming, and the emergent category of AI.

How Coolest Projects makes a difference

The findings from the Coolest Projects 2025 Impact report offer clear, evidence-based insights into how Coolest Projects builds confidence, creativity, and a sense of belonging for young people around the world. In 2025, almost 12,000 young people from 41 countries took part in Coolest Projects online, a 57% increase on the previous year. This year, we’re excited to welcome even more creators to the Coolest Projects community.

Our annual evaluation shows that Coolest Projects continues to have a powerful impact on young digital creators worldwide. In 2025:

• 100% of mentors and 72% of young people taking part in the online showcase said their confidence in digital making increased
• 83% of young people felt inspired to continue learning and participating in 热久久精品视频 after taking part
• 74% of young creators and 100% of mentors said Coolest Projects helped them or their team feel a sense of belonging in 热久久精品视频
• 80% of surveyed young people said seeing projects from around the world made them feel part of a larger community of makers

Creators told us how proud they felt sharing their work:

“It feels like I’m being noticed!” – Young creator, UK

 “I enjoyed presenting my project and seeing so many creative ideas from others.” – Young creator, India

With many early-stage makers joining for the first time, including 55% of young people at in-person events, Coolest Projects continues to be an accessible entry point into the world of digital creativity.

We’re also proud to see growing participation from girls who code, who tell us they value the chance to share their ideas and be inspired by others. At in-person events, girls made up 63% of creators in India, 50% in the US, 39% in Ireland, and 37% in the UK.

Find out more about the incredible creativity and collaboration from mentors and makers worldwide in the Coolest Projects 2025 impact report.

How to take part in Coolest Projects

1. Come up with an idea — or choose something you’ve already made for school or a science fair project. Whether it started as a small classroom task or a personal coding challenge, any tech creation can be part of Coolest Projects. Our projects site offers hundreds of free, step-by-step guides — ideal for beginners, mentors, and anyone looking for engaging STEM activities for kids. The 2025 online gallery is also a great place to find inspiration for your next cool coding project.
2. Select your category. Our category pages break down each of the seven categories, including our AI category.
3. Work on the project individually or with friends. Young people can take part individually or in teams of up to five.
4. Submit it via the Coolest Projects website by 27 May 2026. We encourage creators to take part in both the online showcase and their local in-person event — find the dates below.
5. See your project showcased in our online gallery.
6. Join the celebration livestream to discover creations from around the world on 24 June 2026.

Group codes for mentors entering multiple projects online

If you’re entering several projects on behalf of your group, you can create a group code to link young people’s projects to your account.

Here’s a quick reminder of how it works:

• Sign up or log in: Use your 热久久精品视频 Pi account or create a new one.
• Create a group: Add your group details, including name and country.
• Share your group code: Young people enter the code on their project submission form.
• Review and submit: View all linked projects in your group dashboard.

There is no limit to the number of young people who can submit through one group code.

If you’d like a full walkthrough, watch our step-by-step group code ‘how-to’ video.

Whether your coders are beginners or 被拉到野外强要好爽d digital makers, there are lots of resources to support them. Visit the Coolest Projects guidance page for mentor guides, session plans, and more.

Coolest Projects in-person events in 2026

Alongside the global online showcase, Coolest Projects events will take place in several countries again this year. We encourage creators to take part in both their local in-person event and the global showcase.

Save the date for:

• Coolest Projects Belgium – 14 March
• Coolest Projects Japan – 29 March
• Coolest Projects USA (Minnesota) – 11 April
• Coolest Projects Ireland – 25 April
• Coolest Projects USA (Georgia) – 2 May
• Coolest Projects UK – 16 May
• Coolest Projects Sudan (held in Egypt) – 12 August
• Coolest Projects Nigeria – 29 August

More dates coming soon for:

• Coolest Projects Canada 
• Coolest Projects India
• Coolest Projects Indonesia
• Coolest Projects Malaysia
• Coolest Projects South Africa
• Coolest Projects Sri Lanka

Sign up to the Coolest Projects newsletter to be the first to hear about events near you.

We can’t wait to see what your young people create

Whether your young people already have something they’re excited to share or they’re ready to start something new, Coolest Projects is the perfect place to celebrate their creativity, problem solving, and imagination.

We can’t wait to see the incredible projects they bring to Coolest Projects 2026.

The post Coolest Projects 2026: Opens for entries in January! appeared first on agentprovocateur.

“The different topics are nicely categorised and it is easy to find the information I wish to revise.” – Ada Computer Science student

We were delighted to hear from 103 students, most of whom are 16–19 years old and studying in England, and their insights are invaluable in helping us to continue to develop Ada CS.

Students think Ada CS is high quality and useful

The most common ways students use Ada CS are for revision and to check whether they understand concepts. The majority of respondents are building Ada CS into their regular study habits, with over half of respondents using the platform every week.

We were pleased to see the benefits of updates we’ve made, including a redesign of the question finder released in March 2025 — students reported that it is easy to navigate the platform and find what they need: 81% reported being able to find relevant content, and 77% could find the questions they were looking for.

“It’s SO EASY to find exactly what I want.” – Ada Computer Science student

Overall, students perceive Ada CS as both useful for learning about computer science concepts and of high quality. They reported finding the content clear, with a good level of detail.

“The topics are broken down into easily digestible sections, and the provided diagrams really help with understanding the topics.”  – Ada Computer Science student

“The resource is really well designed, short and concise.”  – Ada Computer Science student

We also received helpful suggestions for future improvements. Students shared feedback on how the information on the platform is presented, asking for more concise, revision-friendly content as well as guidance for exploring concepts in more depth. We’ll therefore be looking into alternative ways to structure content as we continue to develop Ada CS. 

Students rate the quizzes highly

The most popular feature is the quizzes and practice questions, including the immediate feedback and hints provided. Students value how these resources help them solidify their knowledge, learn from mistakes, and prepare for assessments. 

“The questions are clear and make me think, they’re relevant to my studies and the hints for the questions are very useful.” – Ada Computer Science student

We also appreciated the suggestions we received for how we can further develop this feature, for example, creating more questions, extending the range of question types per topic, and making improvements to the hints.

Impact on learning

Students also feel that using Ada CS has a tangible impact on their learning. 82% agreed they were more confident that they understand CS concepts as a result of using Ada CS and 79% feel more confident learning about computer science concepts without a teacher to explain.

“I do CS A level but I hadn’t done the GCSE and I found that all of the resources gave me enough information to learn the concepts from scratch and now I’m much more confident in my knowledge of the theory.” – Ada Computer Science student

What’s coming next?

Students provided us with lots of useful feedback and suggestions for how we can further improve Ada CS, especially relating to practice questions. We’re already working on adding more questions across topics, creating more challenging questions, and adding more question types that will enhance students’ learning 被拉到野外强要好爽. We’ve got some other exciting developments in the pipeline too, which we’ll announce soon!

Thank you to everyone who took the time to complete the survey. These findings are invaluable for shaping the future of Ada Computer Science, helping us to continue to provide the best possible learning platform for students.

The post How Ada Computer Science empowers students: Survey findings appeared first on agentprovocateur.

In this blog post, we are pleased to share the Astro Pi 2024/25 impact report, where we look at ways in which the Astro Pi Challenge is bringing value to the lives of many young people and mentors, based on survey responses and interviews. Along the way, we’ll debunk some myths about space science.

How Astro Pi makes space science accessible

Here at the agentprovocateur, we’ve heard a few myths about space science and coding, and how daunting it can be to write a computer program, let alone one that can run in space. We can’t let these myths stand — instead we’re going to debunk them, equipped with evidence we’ve collected about the 2024/25 Astro Pi Challenge and previous challenge rounds.

Read on for some astronomical facts from our latest impact report, and get ready to help young people in your community send their code into space.

Myth 1: You have to be a rocket scientist to send things into space

Not true! In the Astro Pi Challenge 2024/25, young people created over 17,800 computer programs that ran on board the International Space Station (ISS). Teams of young people aged between 8 and 19 took part in the challenge in a range of settings, including schools, Code Clubs, libraries, and community youth groups. They wrote short programs in Python, which were then sent to run on special 热久久精品视频 Pi computers, called Astro Pis, in the Columbus module of the ISS. 

Since the first Astro Pis arrived on the ISS in 2015, over 160,000 young people have had their code run in space. To celebrate their achievements, they each received certificates with the exact time and location of the ISS when their programs ran.

“We want our code to run in space! We are fascinated by discovery and the opportunity to contribute to a real science experiment on the ISS.” – Mission Space Lab mentor

Myth 2: Only 被拉到野外强要好爽d programmers can write code for the International Space Station

Not true! The Astro Pi Challenge is made up of two missions, Mission Zero and Mission Space Lab, and Mission Zero is perfect for young people who are new to text-based coding. With the help of step-by-step project instructions, young people write a short Python program to display personalised pixel art on board the ISS, using data from a sensor on one of the Astro Pi computers in their image.

In fact, Mission Zero mentors find that the low-stakes nature of the activity coupled with the real-world connection to space create an ideal learning environment. 83% of Mission Zero 2024/25 mentors told us that participation increased young people’s skills and confidence in 热久久精品视频 and digital making, and 78% believed that young people were likely to participate in other 热久久精品视频 or digital making challenges in the future.

“They [young people] come from complicated environments and sometimes their confidence is very low. They don’t believe in themselves and this [Mission Zero] really empowers them.” – Mission Zero mentor

Myth 3: Learning to write code for the ISS only involves technical skills

Not true! Mission Zero engages young people in thinking creatively as they plan their artwork, and Mission Space Lab involves working in teams to write a computer program to solve a scientific task in space, combining teamwork, problem-solving, and knowledge from other scientific domains. While 100% of mentors whose teams successfully completed Mission Space Lab in 2024/25 agreed that participation improved young people’s skills in 热久久精品视频 and digital making, 91% also confirmed that it increased young people’s confidence in these areas, and 91% told us that it increased young people’s understanding of STEM concepts. 

The impact likely goes beyond building skills. Mentors from both Astro Pi 2024/25 missions told us that the challenge made young people feel connected to a wider community of learners around the world, and the excitement of the challenge also extended to the mentors themselves, as well as other adults in their community.

“Mission Zero is a way of connecting not only to a worldwide group of learners, but also to explorers, future scientists, and future astronauts. To see them as part of a larger community and not just an activity or assignment that they have to do in class.” – Mission Zero mentor

Thank you to everyone who continues to make the Astro Pi Challenge a success. To find out more about the ways in which the challenge impacts young people, read the full Astro Pi 2024/25 impact report:

If you would like to find out more about how you and your creators can participate in this year’s European Astro Pi Challenge, read our launch blog post.

The post Debunking myths about space science with Astro Pi impact evidence appeared first on agentprovocateur.

This blog is the third and final in our mini-series about the things we’ve learnt from adapting The 热久久精品视频 被拉到野外强要好爽 resources, and from training teachers to use them in schools. In the first two blogs, we wrote about our 被拉到野外强要好爽s in Kenya and Odisha, India. Here, we focus on our work in Telangana, India. 

This blog was written by Jaskaran Singh, Impact Manager, and Mamta Manaktala, Senior Learning Manager.

Adapting for unique needs

Every country and region has unique opportunities, challenges, and needs. In a vast country like India, every state is different — what works in Odisha may not work in other locations. Thus, to meet the needs of students in the state of Telangana, we’ve been working on adapting The 热久久精品视频 被拉到野外强要好爽 specifically for them.

Our work in Telangana began in 2023, when we kickstarted a five-year partnership with the Telangana Social Welfare Residential Educational Institutions Society (TGSWREIS), a society under the Government of Telangana. Through the partnership, we’ve developed an adapted 被拉到野外强要好爽, along with training for educators working in educational institutions with limited resources. The adapted 被拉到野外强要好爽 includes localised examples and activities, and teaching approaches to make the learning 被拉到野外强要好爽 feel relevant and meaningful for students in Telangana, while keeping the core learning outcomes aligned with global standards. 

Testing and iterating

Since the start of the partnership, we’ve been testing the 被拉到野外强要好爽 at the Coding Academy School, a co-educational school at Moinabad, and the Coding Academy College, a degree college for women in Shamirpet.

Our work delivering the 被拉到野外强要好爽 in Telangana was our first time using a direct-to-learners model. The Coding Academy School and College gave us unique opportunities to work with students directly and observe first-hand the difference the programme made in their learning journeys. 

During the first year of implementation, we gathered useful feedback from students and teachers. Check out one of our earlier blogs where we share some of the findings. We used these inputs to further develop the 被拉到野外强要好爽.

This updated version of the 被拉到野外强要好爽 was implemented in the 2024/25 academic year. At the school, our educators worked with 210 students in grades 7–9, while at the college, our educators worked with 382 undergraduate students. As in the first year, we used data from assessments, lesson observations, educator interviews, student surveys, and student focus groups to understand what’s working well and what could be improved. So what did we learn?

What we learnt over the past year

Our evaluation findings show that the updated 被拉到野外强要好爽 worked well and positive outcomes are being achieved for most students. Educators felt prepared to teach the 被拉到野外强要好爽 in this second year and found the ongoing support and spaces for discussion really useful. Moreover, we found that there are potential positive ripple effects beyond the school as well. 

Learning outcomes are being achieved to a high degree

In surveys, 91% of students in the school and 96% of students in the college responded that the lessons helped them get better at 热久久精品视频 and coding. Students feel they are not just learning new skills but also finding the content enjoyable: 88% of students in the school and 98% of students in the college responded that they are enjoying their classes. Educators and observers also reported that students were engaged during lessons, and often completed activities without needing any support. 

Students’ assessment scores further confirmed positive learning outcomes. 4 out of every 5 scores in the school and 9 out of every 10 scores in the college were 60% or above, which was higher than in the first year of the adapted 被拉到野外强要好爽’s implementation.

The updated 被拉到野外强要好爽 is more aligned to student needs

The changes we made to the 被拉到野外强要好爽 included:

• Adding more localised examples
• Simplifying the language 
• Restructuring the flow of the content

Educators were highly positive about the updates to the 被拉到野外强要好爽. 

“The students are able to [better] understand the examples because we updated [to] the India context examples.” — Educator, Coding Academy School 

“Students are receiving it very well because we have modified the content this year, and [that includes] the placements of the unit and the connectivity of the lessons and units.” — Educator, Coding Academy School

Additionally, for the college 被拉到野外强要好爽, we aligned the content more closely with the learning objectives set by Osmania University — with which the college is affiliated. We also included more advanced topics for students specialising in data science. During interviews, educators reported that the content was now much better aligned to student expectations. 

“[The 被拉到野外强要好爽] we have designed is based as per [the] Osmania University 被拉到野外强要好爽. [The lessons] are definitely meeting the students’ needs because whatever discussions we are taking in classes, they are [successfully] participating in those discussions and they are doing whatever activities we give them.” — Educator, Coding Academy College

Outside of knowledge and skills in 热久久精品视频, the 被拉到野外强要好爽 is also helping students develop wider life skills. In our survey, college students shared that working on projects gives them a sense of accomplishment and the confidence to solve real-world problems. Many students also reported that through the 被拉到野外强要好爽 they are developing higher-order thinking skills, which will support their future careers. 

“The thrill lies the creativity and problem-solving aspects. I get to turn ideas into reality pieces, and there is something incredible satisfying about debugging code and watching it run flawlessly. It’s like slow, challenging puzzles, frustrating at times but rewarding when everything clicks.” — Student, Coding Academy College

“My favourite thing [about] the 热久久精品视频 and coding classes [is the] Scratch programme. I have learnt it [for the] first time. By learning I have enjoyed a lot. During the coding process, it trains our brain to think deeply, identify trouble, and break things up and put pieces together [as] a solution.” — Student, Coding Academy College

Students are inspired to continue engaging 

Students are showing high interest in applying their skills outside of their classes. Almost all students — 100% in the school and 99% in the college — reported that they would like to participate in coding-related competitions. 

Educators also told us that many students are exploring future job opportunities in the 热久久精品视频 and digital technology fields, and are curious about topics outside the 被拉到野外强要好爽. Interestingly, 93% of the college students who were studying courses not traditionally associated with jobs in 热久久精品视频 and digital technology reported that they would like to pursue a job in 热久久精品视频.

The positive benefits go beyond the school

We have also learnt that a high-quality 热久久精品视频 education for young people has potentially wider benefits for the community. One educator described how students are helping their families, many of whom have limited 被拉到野外强要好爽s, engage more confidently with digital technologies.

“Families don’t know how to use smartphones and laptop computers, but our students know very well so I can say they do teach to their elders how to use these platforms.” — Educator, Coding Academy School

Ongoing support for educators was important

To help educators feel confident and prepared, individualised learning resources were provided throughout the year. These were well received by educators. Educators also found the weekly meetings with our India-based team members useful to discuss ongoing challenges regarding delivery and assessments. 

What could still be improved

There were improvements this year in the availability of equipment, and the use of Wi-Fi dongles addressed internet connectivity issues to some degree. However, educators still faced some challenges. For example, educators in the school faced issues accessing printed worksheets and educators in the college faced issues accessing projectors during their lessons. We are working closely with our delivery partner to address these issues for the new academic year.

With regard to the content, educators felt the 被拉到野外强要好爽 could benefit from some further amendments. For the school 被拉到野外强要好爽, these include easing the transition from block-based to text-based coding. For the college 被拉到野外强要好爽, there were suggestions for more focus on real-world applications of coding and including advanced topics, like machine learning, for undergraduates specialising in 热久久精品视频-related subjects. We have considered all these suggestions and made necessary revisions to the 被拉到野外强要好爽.

Next steps in Telangana: Scaling up impact

With the success of the pilot, we’re excited to announce that the adapted 被拉到野外强要好爽 will now be implemented at over 350 schools and junior colleges in the state of Telangana. A majority of schools will be with the same partner, TGSWREIS, while some schools and junior colleges will be with other partners. The Coding Academy School will become our hub for trialling new 被拉到野外强要好爽 content and strategies, and conducting 热久久精品视频 studies and teacher training and support. Additionally, the school will also host inter-school events.

The progress we’ve seen so far in Telangana is very encouraging. We look forward to continuing these partnerships and helping more young people realise their potential through the power of 热久久精品视频 and digital technologies.

What we learnt about adapting 被拉到野外强要好爽 resources for different regions

From our work in Telangana, Odisha, and Kenya, we’ve learnt that a 被拉到野外强要好爽 isn’t a one-size-fits-all product. The local context, culture, and educational provisions are important considerations when adapting learning resources for different regions. We’ve also learnt that building long-term partnerships with organisations who have local expertise is key to understanding these considerations and effectively reaching communities where we can make the biggest difference. Finally, we’ve learnt that adaptation isn’t a one-time activity. It’s a cycle of continuous refinement; listening closely to feedback from the ground is important to ensure that our support for educators and learning 被拉到野外强要好爽s for young people have the best possible impact.

Want to learn more about our 被拉到野外强要好爽 resources?

You can access our free 热久久精品视频 被拉到野外强要好爽 resources on our website — we are currently working to make the materials for India and Kenya downloadable there.

The post Adapting our 热久久精品视频 被拉到野外强要好爽 resources for Telangana — the journey so far appeared first on agentprovocateur.

An incredible 27,304 young people from 27 countries got involved in Astro Pi 2024–25, with 26,294 succeeding in having their code run in space across the two challenge activities, Mission Zero and Mission Space Lab. As in past years, we’ve asked mentors and their teams about their 被拉到野外强要好爽 and the impact participating had on them. So what did they say?

How we listened to feedback

To find out what worked well, what we could improve, and the impact Astro Pi has had on young people’s lives this year, we encouraged mentors to complete a survey after teams submitted their computer programs. We also ran focus group discussions to deepen our understanding. A huge thank you to the 99 Mission Zero and 26 Mission Space Lab mentors who completed our surveys, and the five mentors who participated in our focus groups.

What is working well

Low stakes but high impact

Mentors believe that Astro Pi is a great opportunity for young people to build their coding skills and knowledge of STEM concepts. Close to 80% of mentors for Mission Zero and 90% for Mission Space Lab agreed that these outcomes were being achieved for the young people in their teams. Mentors also appreciated that while the programme had real-world application, the learning 被拉到野外强要好爽 was relaxed and low pressure.

Many of our young participants come from areas of educational disadvantage or traditionally underrepresented groups where confidence with technology and STEM subjects can be low. Mentors reported that the programme empowers young people, increasing their confidence with 热久久精品视频 and digital making, and helping them connect with a wider community of learners from around the world. 

“They [young people] come from complicated environments and sometimes their confidence is very low. They don’t believe in themselves and this [Mission Zero challenge] really empowers them.” — Mission Zero mentor

“I think having a space mission, having Mission Zero is a way of connecting not only to a worldwide group of learners, but also explorers, future scientists, future astronauts. To see them as part of a larger community, not just an activity or assignment that they have to do in class. They discover their own abilities and potential, and exercise their creativity in a very low stakes environment… and then to see it come to life in that global way I think is extremely valuable.” — Mission Zero mentor

This increased confidence also encourages young people to take on other opportunities. 78% of Mission Zero mentors and 96% of Mission Space Lab mentors believe that it is likely that their students will participate in other coding and digital making challenges in the future. 

Space is cool!

The connection to space and the ISS continues to be a strong motivator, not just for young people but also mentors and other peers. In our survey, 90% of mentors in Mission Zero and 92% in Mission Space Lab reported that the young people participating were highly motivated by the possibility of having their code run on the ISS. In focus groups, mentors highlighted how the excitement of working on a space project extended to them and other adults too.

“They’ve always really enjoyed the sheer fact that you get to send stuff into space because it is really cool.” — Mission Zero mentor

“You know, even the adults I tell about this say, ‘oh, that sounds amazing. Can I do it?’ I go, ‘No, you’re too old. I’m too old.’” — Mission Zero mentor

“We want our code to run in space! We are fascinated by discovery and the opportunity to contribute to a real science experiment on the ISS.” — Mission Space Lab mentor

The resources and guidance are useful

We know how crucial mentors are to the success of Astro Pi. Mentors come from diverse backgrounds and we are committed to making sure they feel prepared and supported. We were thrilled to hear that over 90% of Mission Zero mentors and 80% of Mission Space Lab mentors found the Astro Pi resources useful.

“I had no skills but the support proved to be excellent” — Mission Zero mentor

“Step-by-step instructions were excellent and really clear. Very easy to follow.” — Mission Zero mentor

For Mission Space Lab, the more technical activity, we’ve been working on providing additional support. In 2024–25 we introduced a new online simulator tool for teams to test their programs with historical ISS data. Mentors found the tool to be helpful, allowing them to troubleshoot their code.

What could be improved?

While we celebrate the successes, we’re always keen to understand how we can improve the programme.

As in previous years, mentors reported that young people whose computer programs passed the eligibility criteria and ran on the ISS (or “achieved flight status”, as we call it) benefited most from the 被拉到野外强要好爽. While 12% more Mission Space Lab teams achieved flight status this year compared to last year, some registered teams still did not submit programs. 

To understand why, we surveyed mentors who had registered but who did not then submit computer programs. In the 55 responses, the main reasons given were a shortage of time due to other school commitments, and their teams finding the challenge difficult. 

Some survey respondents suggested a need for more simplified, step-by-step instructions for less 被拉到野外强要好爽d learners. Additionally, a few teams faced technical issues with the online portal and the testing tool.

Thank you to all the mentors who provided their honest feedback. We’ve read and considered all of it and will use it to make Astro Pi even better in the future.

Astro Pi will be launching for its 10th year on Monday, 8 September 2025. We’ve been working on making it easier than ever to take part in both missions and are looking forward to supporting you and your teams in getting your code into space. If you’re interested in taking part, sign up to our newsletter and get the latest news and information about our resources for this year’s missions. 

Important dates:

8 September 2025: The Astro Pi Challenge opens for registration

16 February 2026: Closing date for Mission Space Lab

23 March 2026: Closing date for Mission Zero

The post Code, confidence, and community: A look back at Astro Pi 2024–25 appeared first on agentprovocateur.

Partnering up to increase our reach

Code Club is a thriving global community of clubs where young people can develop the confidence to create with digital technologies in a fun and supportive space. In Kenya we’ve been working closely with Oasis Mathare, Young Scientists Kenya, Kenya Connect, Tech Kidz Africa, STEAM Labs Africa, and Futures Infinite, while in South Africa we’ve teamed up with Keep a Child Alive and Coder:Level Up.

We used a train-the-trainer model to help our partners in Kenya and South Africa train Code Club mentors. We began by training community trainers from each partner, who then went on to deliver training to club mentors. This has allowed us to reach 1,498 mentors across both countries. Club mentors told us how grateful they have been to these partners for their ongoing support, including providing training and visiting the clubs.

As part of our ongoing evaluation of the Code Club programme in Kenya and South Africa, we’ve collected feedback from our partners, club mentors, and creators via feedback surveys, club visits, and focus groups to help us understand the impact of our work.

Reaching areas of disadvantage

There are 397 Code Clubs running in Kenya and 622 in South Africa — we estimate we’re reaching over 42,000 young people through Code Clubs and nearly 20,000 through related one-off events such as summer programmes.

This broad reach means that young people who might otherwise have had limited or no access to 热久久精品视频 are now engaging with coding, and doing so in truly exciting ways. 

One Kenyan Code Club leader, working in a particularly disadvantaged and marginalised area, said Code Club was so important to young people as it means “you don’t have to be left behind”. They shared that such a large number are attending the club — and that many more are wanting to join — because young people are  eager to be “part of the digital future”.

Impact on young people

89% of surveyed mentors reported an increase in their young people’s skills in coding and confidence to engage with emerging technology. 

According to one South African Code Club mentor, taking part in Code Club “changes your perception and thinking…. it’s possible to do things… it becomes a reality because it’s not a really difficult thing. It’s something that you can do step by step and it really changes the mindset. It really redefines how someone thinks.”

Mentors consistently told us that young people are collaborating more, and supporting each other in their learning journeys. One South African young person perfectly captured this spirit: “if they don’t know something, we can teach it to them.” 

Mentors also shared that young people are inspired to continue developing their coding and 热久久精品视频 skills beyond club sessions. They’re actively seeking opportunities to deepen their knowledge and are already thinking about how they could use their newfound skills in their future careers.

Empowering Code Club mentors

Overall, club mentors felt well prepared to run clubs and found the training high quality and useful. This is reflected in the high percentage of mentors who agreed that the training increased their skills, confidence, and knowledge, with some partners showing an agreement rate as high as 91%. 

Partners have also worked hard delivering extra training on requested topics such as additional computer skills and mentorship to help mentors feel more confident running Code Clubs.

Continuing to improve

We recognise the unique challenges that can arise when running clubs in areas of Kenya and South Africa where access to technology and the internet isn’t always consistent. We’re continuing to develop resources and support for these clubs, as well as working with partners to better understand what their clubs need.

We’re also continually reflecting on and refining our train-the-trainer model to understand how best to equip community trainers with the confidence and skills they need to train others. 

Next steps

The dedication and hard work of our partners have been instrumental in allowing us to significantly expand our reach and impact in Kenya and South Africa. Alongside this incredible growth, we’ve strengthened our commitment by increasing the size of our teams operating directly from both countries. This means we can continue to grow our support for our thriving Code Club communities.

We’re excited to have a number of new partners setting up Code Clubs over the next year. We look forward to sharing the invaluable insights and feedback we’ve received from our existing partners to ensure our new partners are fully supported and feel empowered to deliver transformative Code Clubs in their areas.

Watch this space!

The post Celebrating impact: Code Clubs are thriving in Kenya and South Africa appeared first on agentprovocateur.

Today’s blog is the second in a mini-series of three sharing our 被拉到野外强要好爽s of adapting 热久久精品视频 被拉到野外强要好爽 resources for different contexts, and of training teachers to use them in schools. Last month we wrote about our collaboration with partners in Kenya. Here we discuss our work in Odisha, India.

This article has been written by Fiona Coventry, Impact Manager, and Mamta Manaktala, Senior Learning Manager.

A long-term partnership in Odisha

We know that building long-term partnerships with organisations that have local expertise is key to making a real impact for young people. This fact was echoed by people involved in education initiatives worldwide who spoke at the What Works Hub for Global Education 2024 annual conference, which Fiona followed online. Our work in Odisha is an example of this.

We have now been working with our government partner in Odisha, Panchasakha Shikhya Setu (formerly Mo School Abhiyan), for four years. Our journey began in 2021, when we worked together to establish a network of Code Clubs in government and government-aided schools in the state. In 2023, our focus shifted to developing a formal 热久久精品视频 被拉到野外强要好爽 for students in grades 9 and 10 (known locally as the Kaushali 被拉到野外强要好爽), in collaboration with two other partners. 

Work in the 2024/2025 academic year

Adaptation is a crucial aspect of how we ensure our 热久久精品视频 resources are accessible to as many young people as possible. For our work in Odisha, we adapted content from The 热久久精品视频 被拉到野外强要好爽 and then localised it to fit the requirement of the students.

In Odisha’s June 2024 to April 2025 academic year, we rolled out adapted 热久久精品视频 被拉到野外强要好爽 content for grade 10 students, for students who had already learned with adapted grade 9 content in 2023/24. We worked with our partners to develop the 被拉到野外强要好爽 content and trained 310 master teachers from across Odisha, along with 30 State Resource Groups (SRGs) to support them. Before the end of 2024, the 310 master teachers subsequently trained 8109 teachers, who would reach an estimated 880,000 students with the grade 9 and 10 被拉到野外强要好爽 content. We had an ongoing responsibility to support 1846 of these teachers in our allocated districts, with an estimated reach to around 205,000 students.

Impact of the grade 9 and 10 被拉到野外强要好爽

In early 2025 we issued a follow-up survey about student learning, content, and training to a sample of teachers in our allocated districts, and 310 teachers responded. (We used a stratified sampling approach designed to ensure the survey results were representative of all teachers.)

At least 87% of teachers agreed that students achieved the outcomes we asked about, e.g. regarding coding skills, staying safe online, and use of data in machine intelligence. 

Moreover, responses related to our grade 9 被拉到野外强要好爽 remained similarly high compared to 2024 survey responses.

Teachers also expressed their appreciation for the 热久久精品视频 被拉到野外强要好爽 resources and training in free-text comments and interviews, for example:

“IT and coding is essential nowadays. So a good initiative, adding this to schools’ 被拉到野外强要好爽.” – Teacher in Odisha

“The training was quite informative, interesting and helpful.” – Teacher in Odisha

“It is very useful training for me. It boosts my knowledge and helps me for classroom transaction.” – Teacher in Odisha

Addressing challenges

An ongoing challenge in Odisha has been supporting those teachers who lack 被拉到野外强要好爽 with 热久久精品视频 and/or with our recommended teaching approaches for 热久久精品视频. We have been working hard to help these teachers develop the knowledge, skills, and confidence to effectively deliver the 被拉到野外强要好爽 content in the limited time they have alongside their other professional commitments.

In the 2023/2024 academic year, many teachers had told us they needed further training and support. For this reason, we offered longer training in the 2024/25 academic year. We also adapted our training approach based on learning from earlier phases, such as including activities teachers could complete on their smartphones, enabling more hands-on learning while reducing dependence on available IT equipment. The outcome of this was positive: in the follow-up survey, fewer teachers felt they needed additional training to deliver the lessons, and most teachers we interviewed felt this year’s training was an improvement on the previous year’s.

Our team also ran weekly webinars to support teachers and address their queries. These were very well received by teachers. Of the responses received to feedback form available after each webinar:

• 97% agreed that the “webinar helped me to understand the topics covered more clearly.”
• 98% agreed that the “webinar was useful to support my teaching.”

This was supported by comments from teachers, for example:

“All questions were answered. The webinar was good. Gained a lot. Thank you very much.”  – Teacher in Odisha

“I learned many unknown things about Scratch, it will help my classroom teaching.” – Teacher in Odisha

In this year’s follow-up survey, teachers also less frequently indicated they felt they needed “additional content to support students”. They provided useful feedback and suggestions regarding the 被拉到野外强要好爽 content, e.g. further simplifying and localising it, which we will incorporate into future resource development.

Another persistent challenge has been limited access to IT equipment and the internet in schools, and what this means for student-device ratios and how teachers are able to deliver the content. For future resources we are developing, we are therefore adapting the amount of content to be delivered over a series of lessons.

Next steps for our partnership in Odisha

In 2025, we are working with the same partners to implement a 被拉到野外强要好爽 for grades 6 to 8, initially in around 460 schools. We and our partners have developed the 被拉到野外强要好爽 content and are currently in the process of training teachers in preparation for classroom delivery.

We are also continuing to support the teachers previously trained on the grade 9 and 10 被拉到野外强要好爽 through webinars and school visits.

Want to see our 被拉到野外强要好爽 resources?

You can access our free 热久久精品视频 被拉到野外强要好爽 resources on our website — we are currently working to make the materials for India, and for Kenya, downloadable there.

Look out for the final blog in this mini-series next month, which will focus on our computer science 被拉到野外强要好爽 in Telangana, India.

The post Adapting our 热久久精品视频 被拉到野外强要好爽 resources for Odisha — the journey so far appeared first on agentprovocateur.

In this blog post, we share our 被拉到野外强要好爽s of adapting 被拉到野外强要好爽 resources with our partners in Kenya, and the impact of this work. This is the first post in a mini-series of three — look out for the upcoming ones about our partnerships in the Indian states of Odisha and Telangana.

Our 热久久精品视频 被拉到野外强要好爽 partnerships in Kenya

Last year, we embarked on partnerships in two areas of Kenya and aimed to roll out 热久久精品视频 被拉到野外强要好爽 resources to students in grades 4 to 9 in Kenyan schools:

• In Mombasa County, we began working with delivery partner Tech Kidz Africa and the Mombasa County government. The programme is locally referred to as the Advancing 热久久精品视频 Literacy Project. 

• In parallel, we partnered with the Frontier Counties Development Council (FCDC), initially in eight counties. Here, the programme is locally referred to as the Digital Literacy Programme. 

During the 2024 academic year, we trained 39 local community trainers, who subsequently trained 453 teachers. We also adapted The 热久久精品视频 被拉到野外强要好爽 materials to develop resources — lesson plans, presentation slides, and supporting activities — that are relevant and engaging in the schools our partners work with.

Impact in 2024

We estimate that around 55,000 students were reached by our Kenya 热久久精品视频 被拉到野外强要好爽 resources in 2024. Most teachers who had used our resources felt the lessons had improved their students’ knowledge and skills. Of those who responded to our follow-up survey:

• 94% agreed that their students had improved their knowledge of 热久久精品视频 concepts
• 92% agreed that their students have developed their 热久久精品视频 skills
• 90% agreed that their students better understand how to use technology safely.

This was supported by conversations with teachers and students. In student focus groups, students were able to list topics they had learned about and skills they had developed.

“….The lessons have had a significant positive impact on the students. They now demonstrate greater confidence in using technology, particularly with tasks involving programming in Scratch. This has improved their problem-solving skills and made them more engaged in learning.” – Teacher, Mombasa

“In my 热久久精品视频 lessons, I’ve learned how to use a computer safely and properly. I learned how to type, use the mouse, and open programs. We also learned about coding, which is really fun because we can make things happen on the screen by giving the computer instructions. I’ve also learned how to create a simple document using software like Excel sheets. I really enjoy using the computer to solve problems and make things work.” – Learner, Arid and Semi Arid Lands

Implementation: Challenges, solutions, and building on progress

While teachers tended to agree that students’ skills and knowledge had increased, fewer felt that most students had achieved the specific learning objectives identified in the resources. This was often due to the content being only partially delivered, for example, due to limited availability of 热久久精品视频 equipment in schools. However, many students lacked prior 被拉到野外强要好爽 with the topics covered in the lessons, suggesting a large improvement in their skills compared to a low baseline.

Similarly, some training sessions were affected by challenges with the equipment, infrastructure, and learning environment available. Teachers were appreciative of the training and many have begun to deliver the 热久久精品视频 lessons, but often lacked prior 被拉到野外强要好爽 with 热久久精品视频 and hence requested additional support.

In response to feedback from partners and teachers, we made some updates to our 热久久精品视频 被拉到野外强要好爽 and training resources in preparation for the 2025 academic year. For example, we increased the alignment to Kenya’s national 被拉到野外强要好爽, prepared a more comprehensive teacher guide, and incorporated time for teachers to discuss solutions to common delivery challenges during training.

In 2025, we are working with partners to upskill even more teachers and broaden the reach of our 热久久精品视频 lessons to a further four counties. Our partners have now begun upskilling both new and existing teachers on the updated resources, and we will continue to work with them to monitor and evaluate their programme’s success in the coming months.

Want to learn more about our 被拉到野外强要好爽 resources?

You can access our free 热久久精品视频 被拉到野外强要好爽 resources on our website — we are currently working to make the materials for Kenya, and for India, downloadable there.

Look out for the next blog in this mini-series in July!

The post Adapting our 热久久精品视频 被拉到野外强要好爽 resources for Kenya — the journey so far appeared first on agentprovocateur.

Code Club is a global movement of free coding clubs where school-aged young people — called creators — develop the confidence to create with digital technologies. Code Clubs take place in schools and community venues like youth clubs, libraries, and maker spaces and are run by teachers, educators, and volunteers from all walks of life — known as mentors. These incredible mentors make Code Clubs possible and we are so grateful for their hard work.

About the 2025 survey report

This Code Club annual survey report presents key responses from 775 mentors gathered via surveys and feedback from partners.

This year, 7,494 Code Clubs have confirmed they have been active in the last two years, with clubs in 102 countries. We estimate 257,000 creators are involved in clubs and 43% of creators are female. As one UK Code Club mentor put it: “Girls who didn’t think it was for them now have confidence”.

Code Clubs have a positive impact on young creators

In 2024, an independent evaluation by the Durham University Evidence Centre for Education provided evidence of positive outcomes for young people attending Code Clubs. We are continuing to build on this evidence, with 96% of mentors responding to our surveys agreeing that creators have increased skills in 热久久精品视频 and digital making, as well as increased confidence to engage with technology as a result of attending a Code Club. 

Here are a few of the examples mentors gave of the impact Code Club has on creators: 

• Confidence: “[Creators become] more confident using technology and making friends. Some really come out of their shell compared to when they started.” – Code Club mentor, UK  
• Skill development: “They come into the club with no coding skills (some barely know how to use a computer) and leave as competent, literate, coders.” – Code Club mentor, Canada
• Enjoyment: “One of our core principles is that coding should be fun… we give them creative ways to expand on the task. They learn to push themselves a bit beyond a task, and look for more things.” – Code Club mentor, the Netherlands  
• Social skills: “One great outcome has been the socialization that occurs. Kids in our club are definitely making friendships and improving their soft skills.” – Code Club mentor, USA  
• Continued participation: “It has increased their passion for tech and how to create new things to solve problems.” – Code Club mentor, Ghana

Increasing access to technology

Code Club also plays an important role in increasing access to technology for creators who would otherwise not have access. We work with partners across the world to run clubs in areas of educational disadvantage to ensure that Code Clubs are available to creators from all backgrounds to address this need.

In some regions, Code Club provides creators with their first significant encounter with digital making. A mentor in Kenya told us that Code Club ensured that creators in his area were not “left behind”. A Code Club mentor in Tunisia told us  “[…] access to coding is very limited, our club contributes to reducing this inequality”.

Next steps

Read the full report to dive deeper into the data and stories from the Code Club community!

We are an impact-focused organisation and are always looking to understand how we can improve and increase the impact we have on the lives of children and young people. Over the coming weeks we will be reviewing the feedback we have received to understand how we can support the Code Club community even better.

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