AI Observatory: Waypoints & Signals – Issue 10
Each week, we sift through the noise to spotlight early signals of change in AI and education. We track what’s happening now—and what it could mean for the future of learning in the Global South. Through this, we hope you can anticipate where change might be headed, and help steer it toward equitable learning outcomes in the age of AI.
“Thoughtfully deployed” AI can enhance student learning
World Bank researchers published follow-up lessons from their Edo State (Nigeria) RCT: ChatGPT raised learning by 0.3 SD (≈ 1½ years) because every session was curriculum-aligned, teacher-framed, and tightly monitored. (World Bank Blogs, 25 June 2025)
What this could mean for the future: Pedagogy and active teacher guidance—not the chatbot on its own—unlocked the gains. The authors signal that “the future of learning in low- and middle-income countries may depend not just on whether we use AI, but how.”
Schools with AI policies see larger time savings
Gallup-Walton finds U.S. K-12 teachers reclaim 5.9 hours a week with generative AI to reinvest in their classroom, but schools with a formal AI policy see a 26 % bigger time dividend (Gallup, 25 June, 2025).
What this could mean for the future: Clear policies and professional development may act as force-multipliers. Districts and ministries that spell out the “how” could be first in line to capture larger benefits.
Proposal draws early line: AI should assist, not teach
Brazil’s Bill PL 3003/2025 seeks to prevent AI from replacing teachers in core instruction, tutoring, and grading, while allowing it as a “support tool” in lesson planning and admin (tecmundo, 26 June 2025).
What this could mean for the future: Will lawmakers draw lines between “AI as helper” and “AI as teacher”, as systems look for guardrails, not just guidelines?
Curricula pivot toward “what machines can’t do”
A Nanyang Technological University (Singapore) piece argues for teaching empathy, curiosity, collaboration, communication and creative thinking – skills AI struggles to replicate – and details an I.D.E.A.S. pedagogy that puts these at the centre of course design (Times Higher Education, 27 June 2025).
What this could mean for the future: Voices like this may nudge competency designers to pilot frameworks that foreground uniquely human capabilities – adding a “soft-skills” lane to many AI strategies.
We’d love to hear from you! What’s been shaping your thinking on AI? Drop your thoughts (and reading recommendations) in the comments. Explore more from EdTech Hub’s AI Observatory.
EdTech Hub’s AI Observatory is made possible with the support of the UK’s Foreign, Commonwealth and Development Office.
