Rose Luckin is an internationally respected academic and influential communicator across multiple stakeholders about the future of education and technology, particularly Artificial Intelligence (AI). With over 30 years of experience, she is a recognised expert on AI in education, serving as an advisor to policymakers, governments, and industry globally.

Professor Emerita at University College London and Founder and CEO of Educate Ventures Research Limited (EVR), a company that provides thought leaderships, training and consultancy to the education sector to help them leverage AI ethically and eLectively. Throughout her career, Rose has held key leadership roles in academia, including serving on the Director’s Strategy Group at the UCL Institute of Education from 2011-2015 and as
Pro-Vice-Chancellor, University of Sussex, Director of Undergraduate Studies for Science and Technology, and Co-Founding Director of the Human Centred Technology research group all at the University of Sussex.

In recognition of her contributions, Rose was honoured with the Bett Outstanding Achievement Award in 2025, as a Leading Woman in AI EDU at the ASU-GSV AIR Show in 2024 and she received the 2023 ISTE Impact Award, becoming the first person outside North America to receive their top honour. She was also awarded the International Francqui Chair in 2018 by the Francqui Foundation in Belgium, named one of the 20 most influential people in education in the 2017 Seldon List and one of the 50 most influential women in UK tech by Computer Weekly in 2024.

A prolific author, Rose has published extensively in academic journals, books, and conference proceedings. Her 2018 book, “Machine Learning and Human Intelligence: The Future of Education for the 21st Century,” available in English and Mandarin, describes how AI can be eLectively used to support teaching and learning. Her most recent book, “AI for Schoolteachers,” published in 2022, is an essential and accessible guide to AI for
anyone involved in education.

As a highly sought-after speaker, Rose regularly delivers keynotes and public lectures across the globe on AI, ethics, and the future of education. She engages with the public through a monthly column in the Times Educational Supplement and op-eds in the Financial Times, Guardian, and China Daily. Rose has also appeared on various media outlets, including BBC Radio 4, ITV News, and CNBC.

In addition to her academic and entrepreneurial roles, Rose serves as an advisor to Cambridge University Press and Assessment and is co-founder of the Institute for Ethical AI in Education. She is also President of The Self-Managed Learning Centre in Brighton and sits on a range of advisory boards within the education and training sector, including membership of the UK Department for Education Science Advisory Council.

Rose holds a PhD in Cognitive and Computing Sciences and a First Class Bachelor’s degree in AI and Computer Science, both from the University of Sussex. Prior to her academic career, she achieved Associateship of the Chartered Institute of Bankers.

Mutlu Cukurova is Professor of Learning and Artificial Intelligence at University College London. His research focuses on human-AI complementarity in education. He directs the UCL AI in Education and Learning Analytics team and leads the Design and Use of AI in Education module at UCL. He is actively engaged in international policy-making as an external expert for organisations including UNESCO, the OECD, and the European Commission, and has authored several influential policy guidelines on AI in Education. He has served as programme co-chair of the top conferences in the field including International Conference on Artificial Intelligence in Education in 2020 and ACM Learning Analytics and Knowledge in 2026. Prof. Cukurova is listed in Stanford University’s Top 2% of Scientists in both Artificial Intelligence and Education fields and currently serves as Editor-in-Chief of the British Journal of Educational Technology.

James is a forward-thinking educator, Chief Technology Officer, and Digital Media teacher at London Design and Engineering UTC, where he leads the college’s digital transformation strategy. With a background in apprenticeship training and digital asset creation for global brands including Mattel, The LEGO Group, and Sketchfab, he has pioneered the UTC’s “Digital-First” approach, introducing AI into teaching and learning, digital assessment practices, and embedding Intel CPD programmes to support both staff and students.

Passionate about innovation in education, James specialises in Employer Engagement, AI and digital media, helping prepare students for careers in high-tech industries. Internationally recognised as a Gold Intel Ambassador, he has also advised the Design Museum and the Baker Dearing Educational Trust on education and technology initiatives. Most recently, James and his students delivered an AI workshop for Newham Council and Bloomberg.

Lex Lang is Group Head of Innovation for the Caterham Family of Schools and Deputy Head (Innovation & Partnerships) at Caterham Prep. He leads strategy across multiple schools to develop future-ready approaches to teaching and learning.

An IAPS National Advisor for Innovation and editor of the SATIPS Innovation and EdTech newsletter, Lex works with school leaders, trusts and industry partners across the UK to support innovation and meaningful change in education. He emphasises that innovation is not just about technology, but about actively seeking better ways of doing things to support teaching, learning and school systems.

His work focuses on the interactions between technology, pedagogy and school culture and, in recent years, the role of AI in enabling greater pupil independence, stronger metacognitive habits and truly adaptive teaching. Noting the lack of school-based research in this area, he has led a series of school-based research studies exploring how pupil-facing AI can reshape lesson design and help-seeking behaviours, working alongside national programmes and partners to build an evidence-base that has informed wider sector thinking and contributed to research underpinning recent DfE guidance and policy discussions.

Bruce’s career in educational technology has spanned over 20 years. He used technology in the classroom as a teacher and has led on its deployment as a middle and then senior leader in schools in both the UK and New Zealand. He gained valuable commercial experience whilst working for a leading technology supplier on new school builds and after a brief spell back in school following his period in industry, he joined United Learning 12 years ago.  He played a major role in the Group’s ‘Shift to the Cloud’ project, leading on the work to deploy cloud MIS across all the Group’s primary and secondary Academies as well as supporting their moves to Microsoft 365.  He has supported community education and sport outside the Group as a Chair of Governors for a local primary school and as head coach and safeguarding lead for his sons’ grass roots rugby club.  Bruce is currently Head of Educational Technology at United Learning and is specifically leading the work to support schools to develop their own digital strategies, including more recently, the strategic use of AI tools in their schools.

Tom Church is Deputy Head of English and Digital Strategy Lead at Sidcot School, where he spends his time teaching English, talking about books, and thinking far too much about how AI, pedagogy and common sense can coexist peacefully. He has a particular interest in turning good ideas into workable policy, and then making sure they actually function in real classrooms rather than just on paper.

He has a strong interest in evidence‑informed teaching, reducing teacher workload, and making emerging technologies genuinely useful rather than just shiny. Alongside his school role, Tom writes for The English and Media Magazine and The Bristol Magazine, recently finished writing The Connel Guide to Skirrid Hill, and remains mildly obsessed with post‑apocalyptic fiction and poetry. When not at work, he can usually be found reading, overthinking assessment, or explaining to someone why Macbeth is still relevant.

Daniel Williams is Associate Assistant Headteacher for Digital Strategy and AI at Bishop Vesey’s Grammar School and a practising physics teacher. He leads the school’s work on integrating artificial intelligence into teaching, learning and professional development, supporting staff and pupils to use AI tools confidently and responsibly. His work focuses on exploring how AI and digital technologies can enhance classroom practice, reduce teacher workload and strengthen AI literacy across the school community.

Colette Collins-Walsh is Head of UK Affairs at 5Rights Foundation, an international NGO championing children’s rights in the digital world. With a background in political communications and children’s policy, she has worked across government, Parliament and corporate communications, and now focuses on shaping policy and advocacy to ensure AI and technology serve children’s needs by design.

About 5Rights: 5Rights is an international NGO which works for and with children to ensure that the digital world respects their rights and meets their needs by design and default. Its work is informed by the UN General Comment No. 25 on children’s rights in the digital environment, for which it chaired the Steering Committee, and its activities span across advocacy, compliance, youth engagement and research. In the UK, 5Rights developed and made the case for the Age Appropriate Design Code which has driven the biggest tech design changes since GDPR and successfully campaigned for ground breaking protections for children in the Online Safety Act. Through its Digital Futures for Children centre with the London School of Economics and Political Science, 5Rights is conducting research into children’s experiences of AI and education technology (EdTech), including how digital learning tools can better protect children’s rights, privacy and wellbeing by design.

Nadia Cooke is the Regional SENDCO for the Middle East and Africa at the British Council, leading inclusive education strategy, systems development and capacity building across teaching centres. Her work focuses on embedding a whole-centre approach to SEND, strengthening learner support from disclosure through to classroom practice.

She has a particular interest in the intersection of AI, inclusion and language education, contributing to global initiatives and developing a framework for ethical AI use in SEND contexts. She brings experience across ELT and mainstream education and holds a DipTESOL and a PGCE specialising in Inclusion.

Toni Hamilton is the Trust Digital Curriculum Advisor at The Stour Academy Trust and a Pearson National Teaching Gold Award Winner for Digital Innovation. A passionate advocate for equitable access, inclusion, and high-impact teaching, Toni leads digital strategy across a network of Microsoft Showcase primary schools—empowering educators and pupils through purposeful, transformative technology

With a proven track record in delivering innovative practice at scale, Toni works across local, national, and international education communities to support school leaders, teachers, and multi-academy trusts in embedding sustainable, evidence-informed digital approaches. Her work bridges pedagogy and technology, focusing on accessibility, immersive learning, and the power of automation and AI to improve outcomes for all learners.

Toni is a Microsoft Innovative Educator Expert (MIEE), Microsoft Master Trainer, and trusted voice in global EdTech networks including Wakelet, Book Creator, Quizziz, and TeachmateAI. Whether working with Early Years teams or strategic leaders, she brings practical insight and deep expertise to help schools unlock creativity, engagement, and personalised learning at every stage.

Stella is a School Improvement Partner for The Stour Academy Trust. She leads on SEND and Inclusion and has completed her doctorate in this area.

Stella actively promotes inclusive practice based on providing equitable opportunities for all through developing learning spaces in which all children feel a sense of belonging, improved accessibility and personalised learning approaches. Her experience in education includes working in pre-school settings, primary schools and specialist resource provisions.

Ben leads a team of researchers at NFER responsible for a portfolio of large-scale evaluation projects. This includes four EdTech RCTs; two of which concern the use of AI in lesson planning and two which evaluate what might be termed ‘AI tutors’. The one that has so far reported will be the subject of his presentation: the use of ChatGPT in lesson planning.

​Dr Tom Durno is the Deputy Head (Academic) of Alleyn’s School in Dulwich, London, where he leads on AI strategy.​​​

Christian Turton is EdTech Lead at Chiltern Learning Trust, where he recently led the development of the Department for Education’s national guidance on the safe and effective use of AI in education — shaping AI practice across schools in England. He leads trust-wide digital and AI strategy, PedTech work the 1:1 device programme across CLT’s 21 schools, and is a chair of governors.

With around 25 years in education and over 20 years in EdTech leadership, Christian is a regular speaker at national events including Wellington EdFest and BETT, and a frequent contributor to debates on AI governance and digital maturity in MATs. Previous roles include Co-Director of the London Connected Learning Centre and Regional Computing Hub Lead at Sandringham Computing Hub. He holds an NPQH and is an Apple Distinguished Educator and Google Certified Educator.

Sam is an experienced data protection lawyer who advises schools and other educational institutions and providers on the full range of UK GDPR compliance and ed tech issues. He has a particular focus on safeguarding and employment related data sharing and information rights requests – often where data issues form part of a wider matter. Sam qualified as a lawyer having worked in education policy and communications, including at one of the country’s leading academy operators. He has also spent time on secondment as in-house legal adviser at London Business School.

Rose Luckin is an internationally respected academic and influential communicator across multiple stakeholders about the future of education and technology, particularly Artificial Intelligence (AI). With over 30 years of experience, she is a recognised expert on AI in education, serving as an advisor to policymakers, governments, and industry globally.

Professor Emerita at University College London and Founder and CEO of Educate Ventures Research Limited (EVR), a company that provides thought leaderships, training and consultancy to the education sector to help them leverage AI ethically and eLectively. Throughout her career, Rose has held key leadership roles in academia, including serving on the Director’s Strategy Group at the UCL Institute of Education from 2011-2015 and as
Pro-Vice-Chancellor, University of Sussex, Director of Undergraduate Studies for Science and Technology, and Co-Founding Director of the Human Centred Technology research group all at the University of Sussex.

In recognition of her contributions, Rose was honoured with the Bett Outstanding Achievement Award in 2025, as a Leading Woman in AI EDU at the ASU-GSV AIR Show in 2024 and she received the 2023 ISTE Impact Award, becoming the first person outside North America to receive their top honour. She was also awarded the International Francqui Chair in 2018 by the Francqui Foundation in Belgium, named one of the 20 most influential people in education in the 2017 Seldon List and one of the 50 most influential women in UK tech by Computer Weekly in 2024.

A prolific author, Rose has published extensively in academic journals, books, and conference proceedings. Her 2018 book, “Machine Learning and Human Intelligence: The Future of Education for the 21st Century,” available in English and Mandarin, describes how AI can be eLectively used to support teaching and learning. Her most recent book, “AI for Schoolteachers,” published in 2022, is an essential and accessible guide to AI for
anyone involved in education.

As a highly sought-after speaker, Rose regularly delivers keynotes and public lectures across the globe on AI, ethics, and the future of education. She engages with the public through a monthly column in the Times Educational Supplement and op-eds in the Financial Times, Guardian, and China Daily. Rose has also appeared on various media outlets, including BBC Radio 4, ITV News, and CNBC.

In addition to her academic and entrepreneurial roles, Rose serves as an advisor to Cambridge University Press and Assessment and is co-founder of the Institute for Ethical AI in Education. She is also President of The Self-Managed Learning Centre in Brighton and sits on a range of advisory boards within the education and training sector, including membership of the UK Department for Education Science Advisory Council.

Rose holds a PhD in Cognitive and Computing Sciences and a First Class Bachelor’s degree in AI and Computer Science, both from the University of Sussex. Prior to her academic career, she achieved Associateship of the Chartered Institute of Bankers.