Hills Road student invited to join the Cambridge AI in Education Summit

Holly's contribution drew on her experiences as a student navigating an AI-rich educational landscape. She's studying A level Art and Design, Drama and Theatre and Film Studies at Hills Road and in preparatory discussions, she highlighted AI's potential to personalise learning and help students engage with complex information, while also raising important questions about independence, critical thinking and teachers' role in AI education. 

However, Holly explained that AI has been less useful in her A level subjects where personal expression is central. She added that AI can feel 'robotic' and may sometimes make tasks take longer.

On the first day of the Summit, Sarah Alcock of AI in Education shared early findings from the AiEd Certified Framework programme. The initiative supports schools and colleges to reflect on their AI readiness, identify gaps in policy and practice, and develop an informed approach before adopting new tools.

The roundtable brought together perspectives from across the education sector, including university researchers, technology specialists and classroom practitioners. Holly's participation reflected a growing recognition that students themselves should play an active role in shaping discussions about the future of education and emerging technologies.

For Hills Road, the focus is on helping students use AI thoughtfully rather than depend on it. Throughout the College's work on artificial intelligence, it has emphasised the importance of developing critical thinking, learner agency and responsible use of technology.

The Cambridge AI in Education Summit brought together more than 170 international experts, practitioners and ministers from 25 countries. Organised by Cambridge University Press and Assessment, the event aimed to strengthen the evidence base for decisions about AI in schools, colleges and universities.