We are delighted to welcome Jane Mann, Managing Director of the Partnership for Education and Education Director for International Education at Cambridge University Press and Assessment. Jane leads work spanning 30 countries, including some of the world's most fragile and complex contexts, from refugee camps to conflict zones. And while no two contexts are ever quite the same, she is clear that the fundamentals of great education do not change. Wherever you are in the world, the foundations look the same: a coherent curriculum, meaningful assessment, well-supported teachers, strong leadership, and quality materials.

In conversation with Daniel, Jane reflects on the role of technology and the importance of letting context lead. Where it is available and appropriate, technology can be transformative. But it carries real risks too: widening equity gaps and creating new vulnerabilities in settings where a device is a valuable and coveted object.

On AI specifically, rather than rushing it into students’ hands, Cambridge's focus is on the adults in the room to empower teachers, streamline curriculum mapping, support lesson planning in under-resourced regions like sub-Saharan Africa, and help governments build policy frameworks. The HP Cambridge EdTech Policy Fellowship extends this work further to facilitate structured cross-national learning and conversations and drive systemic change.

Tune in for a conversation that is as expansive in its thinking as it is grounded in the realities of education on the front line.

One concerning trend that Elizabeth observes when discussing AI adoption in schools is the well-meaning but counterproductive “no AI” policies that prevent students from developing critical skills for their futures. She, instead, advocates for thoughtful implementation guided by clear educational purposes and robust evaluation of outcomes.

The conversation also highlights mathematics as an area with AI potential. Elizabeth describes how AI can support personalised learning by instantly diagnosing specific prerequisite skill gaps and delivering targeted instruction which is a process that traditionally required extensive teacher time and effort.

Other suggestions for school leaders that are mentioned by Elizabeth in the episode include:

• Involve teachers in evaluating AI tools by encouraging them to test the systems' boundaries
• Align on the specific educational problems AI should solve before implementation
• Look beyond data security to broader considerations of pedagogical quality
• Create transparent communication channels with parents about AI's purpose and impact

Throughout the discussion, Elizabeth emphasises the need for healthy skepticism about AI-generated data, balanced with recognition of its potential to enhance parent engagement and address learning gaps when implemented with clear purpose and ongoing assessment.

Tune in to discover how one of education's most powerful philanthropies is working behind the scenes to ensure AI serves teachers and students, not the other way around.

Calvin meets young people in his everyday work, and seeing AI tools become a growing part of students' social and emotional lives reinforces his belief in the urgent need for schools to strengthen young people's confidence, communication skills, and sense of belonging.

One major theme in his conversation with Daniel is the importance of human connection. While AI can be a useful tool in different ways, young people need to practice communication, build relationships with others, and learn to speak about their own vulnerability and ask teachers and parents for help when needed. He warns that if AI becomes a substitute for human interaction, students may become less resilient and more isolated.

Their conversation also explores the student voice. Daniel shares Good Future Foundation's belief that students should help shape responsible AI policies in schools. Calvin agrees and describes how his work supports schools to build student voice strategies, run student conferences, and create opportunities for young people to be heard.

Calvin also encourages school leaders to create a culture where staff and students connect as people, not just through formal roles. He wraps up the conversation by inviting educators to share stories, talk honestly about challenges and failures, and celebrate what they are proud of with their students to build a school environment where young people feel seen, safe, and valued.

Erin challenges the assumption that progress in education operates within fixed limits. She argues that system-level change depends on collaboration, shared practice, and open infrastructure rather than competition between schools, organisations, or regions.

This approach underpins the work of the EDSAFE AI Alliance, which brings together policymakers, educators, and industry to define practical standards for AI use. Its SAFE framework focuses on safety, accountability, fairness, transparency and efficacy, with direct implications for procurement, policy and classroom practice.

The conversation addresses the tension between the pace of AI adoption and the slower development of traditional evidence. Schools are already using these tools at scale, while formal research remains limited. Erin outlines the need for informed, iterative decision making supported by shared insight across systems.

There is also a detailed discussion of risk. AI-driven personalisation has potential, but current implementations can narrow opportunity through rigid progression models, limited student agency and the use of sensitive data in ways that affect outcomes. These issues require closer scrutiny of how tools are designed and deployed.

For school leaders, the priority is to act with intent. Building AI literacy across students, staff and parents is identified as the most immediate and practical step. Current usage levels among educators are high, while formal guidance remains inconsistent, creating a gap that needs to be addressed quickly.

Erin also shares resources from InnovateEDU, including policy frameworks, planning tools and AI literacy materials designed to support schools in making informed decisions.

The discussion returns throughout to the role of shared standards and coordinated action. Where systems align on safety and implementation, progress becomes more consistent and risks are easier to manage.

Resources shared by Erin in this episode:

• InnovateEDU Manifesto
• New York City Public Schools policy and guideline
• EdSafe policy paper on chatbots and companions
• 2026 evidence report (released in March with Instructure and the list of 150 tools classification)
• AI literacy blueprint paper

Daniel Emmerson invites Dr. Biljana Scott, a linguist with expertise in diplomatic communication and language analysis, to explore this question in depth. With her multilingual background and extensive experience in teaching the nuances of communication, Biljana probes the complex interplay between human language and AI interaction.

Their conversation illuminates whether our increasing reliance on AI might reshape how we think and express ourselves, unpacks linguistic concepts like “presuppositions” in everyday speech, and reveals how the terminology we use to describe AI carries powerful connotations that fundamentally shape our relationship with technology.

Their conversation covers essential topics including what makes a good Data Protection Impact Assessment (DPIA), the importance of vendor due diligence, and why schools need robust governance structures beyond just having an AI policy. Claire emphasises the critical role of incident reporting, creating transparent cultures around AI use, and the need for collaborative approaches involving all stakeholders. She also shares a six-step governance framework and practical advice for schools starting their AI journey.

While we may debate whether AI belongs in classrooms, we cannot ignore the significant risks these technologies present to young people. This episode reveals how Portsmouth supports its schools and teachers in approaching AI responsibly to strike a balance between innovation and essential safeguarding measures.

This episode takes you on a global tour of innovation. You'll hear how these young entrepreneurs are using AI to tackle large problems, like enhancing public safety by turning CCTV cameras into proactive witnesses, helping firefighters respond faster, pioneering sustainability by transforming agricultural waste into valuable resources, and creating a "calorie counter" for your carbon footprint. The conversations also cover how AI is being used to deliver personalised education in Ethiopia and provide gentle, effective speech therapy for children. 

Although these startups focus on very different issues, they all agree that the future isn’t about AI replacing people, but being empowered by it. Tune in to find out the essential skills our future generation will need.

This conversation, in two parts, offers a rare before-and-after glimpse of a startup on the cusp of greatness. First, hear from Adam during the Hult Prize Accelerator where he emphasises the importance of STEAM education in fostering skills like creative and analytical thinking to prepare students for an AI-infused world. Then, Daniel reconnects with Adam following his win and discusses how Stick’Em is already leveraging AI to streamline startup operations and plan their global expansion.

Tune in for an interesting look at the intersection of affordable education, social impact, and cutting-edge artificial intelligence.

You can find the full research report at https://plc.pearson.com/sites/pearson-corp/files/asking-to-learn.pdf

This conversation explores the integration of AI in education, focusing on how a school has embraced AI technology to enhance learning outcomes. The discussion covers the importance of building a shared vision among stakeholders, the challenges of risk assessment and data privacy, and the cultural shift required to embrace AI. The speakers share their experiences with teacher training, experimentation with AI tools, and the current state of AI in classrooms. They reflect on their journey towards achieving an AI quality mark and discuss the future implications of AI in education.

Takeaways

• AI integration requires a shared vision among all stakeholders.
• Risk assessment and data privacy are critical in AI implementation.
• Teachers need support and training to effectively use AI tools.
• Open communication with parents is essential for AI integration.
• Experimentation with AI can lead to innovative teaching practices.
• AI can enhance student engagement and learning outcomes.
• Professional development is key to overcoming resistance to AI.
• Schools must adapt policies to address the challenges of AI.
• AI tools should be used to complement, not replace, traditional teaching methods.
• The future of education will increasingly involve AI technologies.

This episode features Matthew Pullen from Jamf, who talks about what thoughtful integration of technology and AI looks like in educational settings. Drawing from his experience working in the education division of a company that serves more than 40,000 schools globally, Mat has seen numerous use cases. He distinguishes between the purposeful application of technology to dismantle learning barriers and the less effective approach of adopting technology for its own sake. He also asserts that finding the correct balance between IT needs and pedagogical objectives is crucial for successful implementation.

Good Future Foundation

www.goodfuture.foundation

Many schools begin their AI journey by formulating AI policies. However, Matthew King, Director of Innovative Learning at Brentwood School, reveals their preference for establishing guiding principles over rigid policies considering AI’s rapidly evolving nature. 

Matt shares his approach to fostering dialogue with diverse school stakeholders. He describes engaging primary students in AI ethics and literacy, obtaining parental consent for use of AI in students’ learning, exploring AI applications with operational staff, and addressing teacher resistance through supportive one-on-one conversations. 

Throughout Brentwood’s AI journey, human connection remains central to cultivating a school-wide culture of AI literacy and integration.  It is the power of conversation, not rulebooks that create the foundation for responsible and effective AI adoption. 

Good Future Foundation

www.goodfuture.foundation

Alex was genuinely fascinated when reviewing transcripts from his research interviews and noticed that students consistently referred to AI as "they," while adults, including teachers, used "it." This small but meaningful linguistic difference revealed a fundamental variation in how different generations perceive artificial intelligence.

As a teacher, senior leader, and STEM Learning consultant, Alex developed his passion for educational technology through creating the award-winning "Future Classroom", a space designed to make students owners rather than consumers of knowledge. In this episode, he shares insights from his research on student voice, explores the race toward Artificial General Intelligence (AGI), and unpacks the concept of AI "glazing". While he touches on various topics around AI during his conversation with Daniel, the key theme that shines through is the importance of approaching AI thoughtfully and deliberately balancing technological progress with human connection.

Good Future Foundation

www.goodfuture.foundation

This podcast episode was recorded during the Watergrove Trust AI professional development workshop, delivered by Good Future Foundation and Educate Ventures. Dave Leonard, the Strategic IT Director, and Steve Lancaster, a member of their AI Steering Group, shared how they led the Trust's exploration and discussion of AI with a thoughtful, cautious optimism. With strong support from leadership and voluntary participation from staff across the Trust forming the AI working group, they've been able to foster a trust-wide commitment to responsible AI use and harness AI to support their priority of staff wellbeing.

Good Future Foundation

www.goodfuture.foundation

This episode features Thomas Sparrow, a correspondent and fact checker, who helps us differentiate misinformation and disinformation, and understand the evolving landscape of information dissemination, particularly through social media and the challenges posed by generative AI. He is also very passionate about equipping teachers and students with practical fact checking techniques and encourages educators to incorporate discussions about disinformation into their curricula. 

Good Future Foundation

www.goodfuture.foundation

With her extensive teaching experience in both mainstream and special schools, Bukky Yusuf shares how purposeful and strategic use of technology can unlock learning opportunities for students. She also equally emphasises the ethical dimensions of AI adoption, raising important concerns about data representation, societal inequalities, and the risks of widening digital divides and unequal access.

Good Future Foundation

www.goodfuture.foundation

In this enlightening episode, Dr Lulu Shi from the University of Oxford, shares technology’s role in education and society through a sociological lens. She examines how edtech companies shape learning environments and policy, while challenging the notion that technological progress is predetermined. Instead, Dr. Shi argues that our collective choices and actions actively shape technology's future and emphasises the importance of democratic participation in technological development.

Good Future Foundation

www.goodfuture.foundation

They explore the local context of the school, the impact of technology on teaching and learning, and how AI is being utilised to enhance student engagement and learning outcomes. The conversation also touches on the importance of community involvement, parent engagement, and the challenges and opportunities presented by AI in the classroom. They emphasise the need for effective professional development for staff and the importance of understanding the purpose behind using technology in education.

Good Future Foundation

www.goodfuture.foundation

When generative AI first appeared on the scene, many educators had concerns about how students might misuse this technology. A lot of discussions focused on plagiarism. However, after hearing from the Good Future Foundation Student Council, you might be pleasantly surprised to discover that some students are actually much more critical and reflective on how generative AI can help their learning and influence their social and emotional wellbeing.  

In this episode, four members of our Student Council, Conrado, Kerem, Felicitas and Victoria, who are between 17 and 20 years old, share their personal experiences and observations about using generative AI, both for themselves and their peers. They also talk about why it’s so crucial for teachers to confront and familiarize themselves with this new technology.

Good Future Foundation

www.goodfuture.foundation

The heart of their discussion centers on  “AI and the Global South, Exploring the Role of Civil Society in AI Decision-Making”, a recent report that Suzy co-authored with Accentures, a multinational tech company. They discuss how critical challenges including digital infrastructure gaps, data representation, and ethical frameworks, perpetuate existing inequalities. Increasing civil society participation in AI governance has become more important than ever to ensure an inclusive and ethical AI development. 

Good Future Foundation

www.goodfuture.foundation

Think about how overwhelming it could be if you're driving at 70 miles per hour but have to rebuild the car as a whole. This is how Liz Robinson, CEO of Big Education Trust, describes her feeling as she started to realise the impact of AI in every aspect of education while managing daily school operations.

In this episode, Liz opens up about her path and reflects on her own "conscious incompetence" with AI - that pivotal moment when she understood that if she, as a leader of a forward-thinking trust, feels overwhelmed by AI's implications, many other school leaders must feel the same. Rather than shying away from this challenge, she chose to lean in, launching an exciting new initiative to help school leaders navigate the AI landscape.

Good Future Foundation

www.goodfuture.foundation

Beyond the headline-grabbing $1 million prize, Lori shares a deeper story about reimagining education and social impact. She brings to light how donor-reliant nonprofits are often constrained by narrow focuses on expense ratios rather than actual impact and believes in sustainable models that combine social good with financial viability. Lori also explores how AI is becoming a powerful ally in this space, while stressing that human creativity and cross-cultural collaboration remain at the heart of meaningful innovation.

Good Future Foundation

www.goodfuture.foundation

Remember when AI discussions were all doom and gloom or over-the-top enthusiasm? Laura breaks down how these conversations have matured into something far more practical and nuanced. She’s adamant that schools shouldn’t just jump on the AI bandwagon because everyone else is. Instead, she advocates for thoughtful adoption that considers each school’s unique context and needs. It’s this practical, grounded perspective that makes her newly published book “Little Guide for Teachers on Generative AI” particularly exciting for educators looking for real world guidance.

Good Future Foundation

www.goodfuture.foundation

Richard Culatta, former Government advisor, speaks about flying planes as an analogy to explain the perils of taking a haphazard approach to AI in education. Using aviation as an illustration, he highlights the most critical tech skills that teachers need today. The CEO of ISTE and ASCD and author of "Digital for Good" draws a clear parallel: just as planes don't fly by magic, educators must deeply understand AI's capabilities and limitations.

Key Takeaways

• Richard breaks down three distinct approaches teachers take toward AI: those hoping it will disappear (which it won't), those using it merely as a glorified search engine, and those embracing a fundamental redesign of education for an AI-infused world.
• He emphasises that teachers should understand AI isn't magic and should focus on identifying uniquely human skills versus tasks better suited for AI. Rather than banning technology, he advocates for developing digital citizenship and promoting responsible technology use.
• Richard highlights that technology skills are now critical across all career paths, even in creative fields like music. He stresses that using technology for effective problem-solving has become an essential skill for students to master.
• He encourages educators to join professional communities like ISTE and ASCD Connect to continue learning about AI and technology, while adopting innovative approaches to technology integration.

Good Future Foundation

www.goodfuture.foundation

Professor Anselmo Reyes, an international arbitrator and legal expert, discusses the potential of AI in making legal services more accessible to underserved communities and identifies the kinds of legal cases where AI could be most beneficial. He notes that while AI works well for standardised legal matters like commercial cases and contract disputes, it faces limitations in areas requiring emotional intelligence or complex human judgment. Prof Reyes advocates for teaching law students to use AI critically as an assistive tool, emphasising that human oversight remains essential in legal decision making. 

Takeaways

• Prof Reyes sees AI as a promising tool to make legal services more affordable and accessible to those who currently cannot afford traditional legal representation. 
• However, he recognises a significant challenge which AI decisions can be skewed by biases in their training data, which often only become apparent after patterns emerge over time. 
• Prof Reyes identifies that AI applications might work better in standardised, rule-based legal areas such as commercial cases, contract disputes, and small claims tribunal decisions. 
• He observes that AI systems have limitations when it comes to nuanced fact-finding, particularly in cases with conflicting personal testimonies. This makes them less suitable for sensitive areas like family law and cases requiring emotional intelligence or complex human judgement. 
• When it comes to legal education, Prof Reyes suggested a balanced approach. Rather than banning AI, he believes in teaching students to use it critically as an assistive tool, not a replacement for human legal reasoning. 
• He emphasises that as this evolving technology continues to develop, maintaining strong human oversight and careful risk mitigation remains essential.

Good Future Foundation

www.goodfuture.foundation

Healthcare and technology leader Esen Tümer discusses how AI and emerging trends in technology are transforming medical settings and doctor-patient interactions. She encourages teachers not to shy away from technology, but rather understand how it’s reshaping society and prepare their students for this tech-enabled future. 

Key takeaways:

• Esen explains AI simply reflects our past choices and societal history rather than making truly independent decisions. This underscores our collective responsibility in shaping AI’s behaviour and the importance of teaching students to make conscious and ethical choices. 
• She emphasises that AI shouldn’t be seen as a standalone technology, but as part of a future where multiple technologies like AR, VR and metaverse will seamlessly integrate into our daily lives, becoming as essential as electricity and the internet are today. 
• She points out that while AI can handle repetitive tasks, it cannot replicate human compassion, emotional intelligence, or spiritual understanding. Technology, she stresses, should serve humanity, and not the other way round.

Good Future Foundation

www.goodfuture.foundation

A forward-thinking educational trust shows what's possible when AI meets strategic implementation. From personalised learning platforms to innovative administrative solutions, Julie Carson, Director of Education at Woodland Academy Trust, reveals how they're enhancing teaching and learning across five primary schools through technology and AI to serve both classroom and operational needs. 

Key Takeaways

• Julie talks about adaptive learning platforms for reading and maths to real-time translation for EAL students and support for lesson planning and resource creation
• Some helpful advice here on using AI to support administrative functions like creating newsletters, analysing data, and job advertising
• Julie shares her strategy for successful digital transformation and obtaining insights on managing change without overwhelming staff

Good Future Foundation

www.goodfuture.foundation

In this conversation, Joseph Lin, an education technology consultant, discusses how some Hong Kong schools are exploring artificial intelligence and their implementation challenges. He emphasises the importance of data ownership, responsible use of AI, and the need for schools to adapt slowly to these technologies. Joseph also shares some successful AI implementation cases and how some of the AI tools may enhance creative learning experiences. 

Takeaways

• Access barriers and technical problems continue to be significant challenges in using AI in classrooms, taking up valuable teaching time and complicating implementation.
• Self-hosted AI platforms provide schools with better control over data privacy and management, while also avoiding issues that come with commercial platforms. 
• Schools should prioritise giving teachers enough time to explore and understand AI capabilities before student rollout, allowing for appropriate changes to the curriculum. 
• A thoughtful and systematic approach to incorporating AI is essential, keeping in mind established educational practices and assessment. 
• Schools need to tackle issues related to equity, logistics, finances, and pedagogical considerations while collecting usage data to guide future AI implementation decisions.

Good Future Foundation

www.goodfuture.foundation

Sarah Brook, CEO of Sparkle, discusses the day-to-day operations of running a nonprofit organisation and the challenges they face. She emphasises the importance of educating people about the true costs of running a charity and the need for proper funding to deliver the best results. Sarah also talks about the need for a shift in the narrative of the charity sector, moving away from donor dependency and focusing on sustainable solutions. She highlights the importance of community involvement and mutual benefit in their programs. Sarah also discusses the role of AI and technology in improving efficiency and scalability in the nonprofit sector.

Takeaways

• Running a nonprofit organisation requires proper funding to deliver the best results.
• Educating people about the true costs of running a charity is essential to change the narrative and address misconceptions.
• Charities should focus on creating sustainable solutions and avoiding donor dependency.
• Community involvement and mutual benefit are crucial in the success of nonprofit programs.
• AI and technology can improve efficiency and scalability in the nonprofit sector.

Good Future Foundation

www.goodfuture.foundation

The conversation explores the intersection of artificial intelligence and ethics, with a focus on the role of AI in education. The Good Future Foundation, a non-profit organisation, aims to address the disparity gap in access to technology in schools. The conversation delves into the importance of implementing AI appropriately and safely, with a listen-first approach. It emphasises the need for accountability, transparency, and the ability to explain system behaviour. The discussion also touches on the potential risks and benefits of AI, the role of government in regulation, and the importance of solid data privacy practices.

Takeaways

• The Good Future Foundation aims to address the disparity gap in access to technology in schools and takes a listen-first approach to implementing AI in education.
• Accountability and transparency are crucial in AI implementation, with a focus on being able to explain system behaviour.
• There is a need for solid data privacy practices and a cautious approach to the risks and benefits of AI.
• Government regulation can play a role in ensuring ethical and safe AI practices.
• School leaders should engage in experimentation and assess their own workflows to find the best use cases for AI in education.

Good Future Foundation

www.goodfuture.foundation

In this conversation, Daniel interviews Yom Fox, the high school principal at Georgetown Day School, about the role of technology, equity, and artificial intelligence in education. They discuss the challenges and opportunities of integrating technology in the classroom, the importance of teaching digital citizenship, and the impact of AI on student learning. They also touch on the concerns of parents and the role of the school community in navigating the ever-changing landscape of technology.

Takeaways

• The role of technology in education is critically important for preparing students for the future.
• Finding time for conversations about technology and its implications can be challenging, but it is necessary for responsible use and effective teaching.
• Engaging students in discussions about AI and technology can provide valuable insights and help shape the direction of the school's approach.
• Addressing concerns about privacy, academic integrity, and the impact of technology on student well-being is essential for creating a safe and healthy learning environment.
• Creating working groups and involving stakeholders in the decision-making process can help drive conversations and initiatives related to technology in education.

Yom Fox Bio

Yom Odamtten Fox (she/her) is the High School Principal at Georgetown Day School in Washington, D.C., and a dedicated mother of three. Her passion lies in fostering inclusive and empowering educational environments where every student feels a sense of belonging and can actively contribute to society.

Yom's decade-long career has been dedicated to facilitating conversations that lead to positive change and creating spaces where educators, parents, and students feel valued and heard. She believes in designing educational systems that prioritize skill development and lifelong learning, all grounded in kindness, care, and compassion. Her ultimate goal is to empower students to lead the way toward a more collaborative and equitable world.

Yom's journey in education began in Central New York, where she was raised by two educators who instilled in her a deep sense of compassion and intellectual curiosity. She furthered her education at Scripps College and Columbia University, earning two Master's degrees in Teaching Social Studies and Private School Leadership. Her teaching career has spanned schools in Colorado, Connecticut, and New York, where she has taught a range of subjects including World History, Civics, and Experiential and Service Learning.

Yom's impact extended beyond the classroom. She has actively contributed to Anti-Racist programming for students, faculty, and families. At the Dalton School, Yom reimagined their DEIB Office to meet the current moment(and beyond) and , collaborated with the Offices of Diversity, Equity, and Inclusion, the Office of Advancement, and the Parents Association to steer the program forward.

Yom currently resides in Maryland with her husband, a former NYC Public School Science teacher, and their three children. She also serves on the board of the Global Education Benchmarks Group.

Good Future Foundation

www.goodfuture.foundation

Debra Wilson, President of the National Association of Independent Schools (NAIS), discusses the role of NAIS in supporting independent schools in the United States. She highlights the diverse membership of NAIS, which includes schools of various sizes and grade levels. Wilson explains the key areas of support provided by NAIS, such as serving as a trusted authority, providing a national and international network, and advocating for the independent school sector. She also discusses the importance of professional development for teachers, including the exploration of artificial intelligence (AI) in education.

Takeaways

• The National Association of Independent Schools (NAIS) provides support to independent schools in the United States, including serving as a trusted authority, providing a network, and advocating for the sector.
• NAIS offers resources and professional development opportunities for teachers, including exploring the use of artificial intelligence (AI) in education.
• School leaders should prioritise finding time for professional development and upskilling, even amidst other challenges, as AI and technology will shape the future of education.
• When considering AI tools and vendors, it is important to prioritise data privacy, security, and ethical considerations.
• Experimentation and incremental steps are key in integrating AI into schools, and school leaders should learn from early adopters and engage in thoughtful conversations about the implications of AI in education.

Debra Wilson Bio

In August 2023, Debra P. Wilson began her tenure as the ninth president of the National Association of Independent Schools (NAIS). 

From 2019 until 2023, Wilson served as president of the Southern Association of Independent Schools (SAIS), where she led the organization through a period of growth and supported school leaders in her region through the COVID-19 pandemic. Her SAIS role followed 19 years at NAIS, first as assistant director of regulatory affairs and later as general counsel. In that capacity, she oversaw regulatory and advocacy work for the organization, supported schools in crises, advanced best practices in governance, and created dozens of legal advisories along with other informational resources. Before joining the NAIS staff, Debra was a tax litigator at the Department of Justice. 

In addition to serving on the boards of several schools, Debra’s board service includes The Enrollment Management Association (EMA), the Council for American Private Education (CAPE), International Council Advancing Independent School Accreditation (ICAISA), and serving on the advisory board of National Network of Schools in Partnership (NNSP), a division of Close Up.

Speaking frequently on topics such as trends impacting education, leadership and governance, school safety and risk, and community health and well-being, Wilson is also co-author of the NAIS Trustee Handbook (10th and 11th editions). 

Wilson received a B.A. in English from Sewanee: The University of the South and a J.D. from the University of South Carolina at Columbia. She is a graduate of the Williams School, an independent school located on the campus of Connecticut College. She is an avid reader, photographer, and cook who loves to be outdoors.

Good Future Foundation

www.goodfuture.foundation

In this episode, Nebahat Arslan discusses equality and ethics in AI and the mission of Women in AI. They also explore the impact of AI on law, education, and inclusivity. Nebs shares her background in law and technology and emphasizes the importance of building ethical AI tools that are inclusive and safe. They discuss the role of companies and the education system in promoting diversity and providing opportunities for women in STEM and AI.

Takeaways

• Building ethical AI tools is crucial for eliminating biases and ensuring inclusivity.
• The legal and regulatory landscape is still catching up with the advancements in AI technology.
• AI has the potential to bridge the education gap and provide equal opportunities for underprivileged students.
• Companies and the education system have a responsibility to create inclusive environments and provide opportunities for women in STEM and AI.
• Promoting diversity and representation in AI requires collaboration between policymakers, engineers, and leaders in the industry.

Good Future Foundation

www.goodfuture.foundation

Takeaways

• Schools need to focus on preparing students for AI and new technologies to bridge the gap between the classroom and the workplace.
• Under-resourced schools require support and access to quality training on AI for educators.
• AI has the potential to change industries, learning, and work, but the exact impact is still uncertain.
• Successful nonprofits are those that have level-headed leaders, carefully consider their impact, and ensure that every dollar donated is well spent.

Good Future Foundation

www.goodfuture.foundation

Links:

Website: www.goodfuture.foundation

This was produced by The Bonjour Agency.