VIEWS & OPINION How AI is disrupting education Comment by JOHN DALTON, Co-Principal of David Game College


The education landscape is undergoing a transformation, largely driven by advancements in artificial intelligence (AI). Historically, education has been notably conservative in adopting technological innovations compared to other sectors. However, the release of ChatGPT in November 2022 marked a significant turning point, revealing AI’s immense potential in


revolutionising how we teach and learn. As Co-Principal of David Game College in London, I was profoundly impressed by ChatGPT’s capabilities, which inspired the development of Project Sabrewing, a pioneering approach to personalised, adaptive learning. Project Sabrewing envisions a model where AI plays a central role in delivering the core curriculum, while human educators transition to roles as learning coaches and data analysts. This innovative approach focuses on leveraging AI to provide personalised and adaptive learning experiences.


Integrating AI into the teaching process offers a promising solution to several enduring challenges in education, including teacher shortages and the limitations of a one-size-fits-all approach. Over time, AI can help alleviate the burden on educators by automating routine tasks and providing personalised learning experiences that adapt to individual student needs, thereby enhancing overall educational effectiveness. In this new model, the AI systems handle core instruction, allowing students to engage with tailored content that adjusts to their individual learning needs. This shift frees up educators to focus on providing personalised support, analysing student data, and facilitating essential soft skills development. The afternoon sessions at our College are dedicated to activities such as reflection, debate, personal, social, health, and economic education (PSHE), and relationship and sex education (RSE). These sessions are crucial for fostering a growth mindset and helping students navigate their personal and academic journeys.


One of the key benefits of our approach is its ability to cater


to students with varying levels of ability. For those who struggle academically, the AI-driven system offers targeted interventions and support to help them improve. Conversely, for highly capable students who may find the pace of traditional classroom learning too slow, AI enables a more accelerated and challenging curriculum. This dual focus on personalisation and adaptability aims to keep all students engaged and motivated, addressing diverse needs within a single educational setting.


AI’s role in supporting students with Special Educational Needs (SEN) is particularly promising. AI-powered platforms can adjust the difficulty of tasks and provide customised resources based on individual progress and learning styles. Tools such as speech recognition and language translation bridge communication gaps, enhancing accessibility and understanding. Real-time feedback from AI systems allows educators to monitor student performance closely and make timely, targeted interventions. By integrating these technologies, we aim to create a more inclusive and supportive learning environment for all students. Furthermore, AI has the potential to impact social mobility positively. If access to AI-driven educational tools remains affordable, it could mitigate the educational disparities between different socio-economic groups. Personalised, adaptive learning systems can help close the attainment gap between public and private education, ensuring that all students have the opportunity to succeed regardless of their background.


Despite its potential, the UK has been relatively slow in adopting AI in education compared to countries like South Korea, Brazil, the US, and Japan. By embracing AI thoughtfully and ethically, we can harness its power to enhance educational outcomes and support students in a more personalised and effective manner.


We are committed to integrating AI in a way that complements traditional methods while providing personalised, adaptive learning. With careful implementation and governance, our approach could set a precedent for future educational practices, balancing innovation with the human elements that remain central to effective teaching and learning.


Why universities must act now to protect the future of healthcare courses Comment by DR ANN FRENCH, Acting Dean for the School of Health and Life Science at Teesside University


Universities play a fundamental role in the delivery of new talent into the healthcare industry. With the UK needing to fill a large number of vacancies in the NHS workforce over the coming years, universities provide the necessary training, education, and opportunities for the next generation of workers.


However, the higher education sector is facing a challenge in recruiting enough students. Despite a rise in applications to health courses during and just after COVID, there has been an overall decline.


Applications to courses such as paramedic practice and midwifery remain strong, but it is often the lesser known - yet still crucially important - professions that are at risk of remaining unfilled.


Courses such as learning disability nursing, operating department practice, and occupational therapy are just a few examples of courses that have experienced a decline in applications. These are courses that offer fantastic career prospects, while underpinning and sustaining the UK’s healthcare and social care institutions.


To increase the number of applicants to healthcare courses, we actively collaborate with our Trust partners. This is essential to ensure that we raise awareness not only about the different professions that exist in the NHS, but the employment opportunities available once a person is qualified. Careers in health are diverse, offering excellent opportunities to engage in direct patient care while also shaping future practice and health policy. Universities must nurture and fully leverage our relationships with Trust partners to maximise these opportunities.


For example, it is vital that we are involved in pre-16 recruitment activity. At Teesside, we visit schools and colleges, engaging them in activities that promote careers in health. Simulated activities on campus discovery days allow potential students to have insight into what is involved in a particular profession and how teams work together.


October 2024


Another approach we take to boosting intake is going beyond our undergraduate and postgraduate offerings. Since 2018, we have been developing apprenticeships to enable learners who are already in a clinical setting to develop their skills and earn new qualifications. Universities can benefit from creating partnerships with local organisations to deliver apprenticeship offerings that complement degree programmes. For example, the FdSc Nursing Associate allows health care assistants to become a registered professional with the NMC whilst remaining in employment. To recruit the right number of students, we align our programmes with the needs of our region. When there’s a shortage in a particular profession, we address this workforce demand. For instance, recognising a shortage of optometrists, we expanded our optometry course, enabling local students to train and stay within the region. By offering courses tailored to regional needs, students can seamlessly transition into jobs upon graduation. Teesside is among the most underserved regions for doctors in the country, with the NHS long-term workforce plan highlighting the importance of community-based healthcare. We are pursuing our ambitions to launch a medical school at Teesside, which would significantly transform recruitment and create new job opportunities.


Collaboration between universities is essential for recruiting enough students to meet workforce demands. We have partnered with universities in the North East and North Cumbria to raise awareness of learning disability nursing, a field facing significant recruitment challenges. By sharing resources and innovative strategies, we have increased the interest in learning disabilities as a profession. To meet the demands of the NHS and the broader healthcare ecosystem, higher education must provide strong support to fill the roles that are essential for delivering the best possible care to the UK population. By working closely with Trust partners, maximising apprenticeship opportunities, aligning courses with industry needs, and collaborating with other universities, we can effectively address the challenges we all face.


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