Where do you think the further education sector currently stands in terms of its interaction with artificial intelligence, including GenAI? In what ways do you feel it has been “too cautious” in considering its potentially transformative effects?
The FE sector is already demonstrating pockets of innovation, where educators are actively exploring how AI can reduce workloads and enhance learning. In fact, there’s a strong sense that AI is a positive force, with many in the sector recognising its potential. However, this is a generational shift—AI, particularly tools like ChatGPT, requires a different approach to problem-solving. It's not simply a digital skill, but a process that involves strategic, iterative thinking. Educators must learn how to prompt, refine, and engage with AI in ways that generate meaningful outcomes, which goes beyond traditional training.
Where I see caution, it’s more at the structural level—from the government and broader strategies that are still too cautious in truly backing the sector’s innovators. The real shift needed is recognising that AI works best when it becomes an invisible enabler—running in the background, enhancing teachers’ strengths without requiring constant interaction. Many educators want AI to be omnipresent, not something they consciously “use” at every turn. The challenge lies in supporting this more intuitive, integrated approach while avoiding imposing overly simplistic solutions from the top down.
How could the government go about improving the awareness and accessibility of GenAI in further education? What would be the “bold” moves that you are hoping for?
The government must make a bold, strategic investment to put AI tools in the hands of every teacher in further education. This is not about a few upskilling sessions—AI adoption is complex and requires serious, ongoing support. Safeguards must be built into these systems to ensure AI tools are ethical, protect privacy, and pose no risk to teachers. Educators need a system that fully supports them in embedding AI into their work, enabling them to focus on teaching, not managing technology.
This is just the beginning—today’s tools are relatively simple productivity enhancers, not true AI. If we fail to harness these now, we won’t be ready for the far more advanced technologies that are coming. The UK must prepare educators to master current tools and be equipped to embrace each new wave of AI. This will transform the sector, making it more efficient, innovative, and globally competitive.
Which key areas of further education provision do you believe AI could have the greatest impact in, and how?
AI’s most immediate and impactful role in further education is in scaling personalisation. With today’s productivity tools, AI can enable teachers to provide tailored support and feedback to more students in less time. Instead of relying on rigid marking systems or one-size-fits-all assessments, AI allows teachers to seamlessly personalise assignments and feedback to fit each student’s learning journey. This enhances individual learning without replacing the essential human connection in the classroom.
We’re not talking about AI replacing teachers or grading students—far from it. AI should serve as an extension of the teacher’s abilities, enabling them to manage larger groups of students while maintaining a high level of personal engagement. This approach is achievable right now with current AI tools, and it needs to be rolled out immediately. By embracing these tools, we ensure that the sector is ready for the next wave of AI advancements rather than still trying to harness the first.
Where do you think the limitations of artificial intelligence in education lie?
The limitations of AI in education lie in its current inability to replace the human connection that is central to effective teaching. AI can assist with tasks like providing feedback and maintaining consistency, but the relational aspects of teaching—understanding individual student needs, fostering creativity, and building engagement—cannot be replicated by AI. AI should be a support tool, not a replacement for essential educational functions like assessment.
Another limitation arises when AI is treated as a digital skill rather than a deeper shift in how educators engage with technology. It’s not about simply learning a tool—AI adoption requires a fundamental change in mindset. Without this, educators will struggle to harness both current AI tools and the more advanced technologies yet to come.
AI’s usage will also be limited unless these systems are designed with privacy and ethics at their core. Teachers need to trust that these tools protect both their students and themselves, ensuring privacy by design.
Finally, AI must align with the sector’s sustainability goals. Colleges are committed to carbon net-zero, and AI’s energy consumption must not add to the sector’s environmental burden.
You can connect with Richard on LinkedIn.