Form the Future is a Cambridge-based organisation whose aim is to empower young people to explore options for the future. I often share links to their helpful online events. Recently, their annual conference brought together professionals committed to supporting young people to make informed decisions about their next steps. This year’s conference, held at the Hinxton Conference Centre, focused on artificial intelligence (AI) and its impact on education, careers and the future workforce. Much of the discussion was framed by a clear juxtaposition, with AI presented as an opportunity to enhance learning and access, set against the risks it poses if left unchecked. Alongside academics, educators and employers, young people themselves articulately debated whether enough is being done to prepare the next generation for an AI-shaped future.
Before addressing the more familiar concerns, the conference highlighted the significant opportunities AI presents. Used well, AI has the potential to enhance independent learning by enabling students to explore their passions. Many young people already use AI for sophisticated searches or content creation. Speakers argued, however, that its greatest value in learning is as a ‘thought partner,’ a tool that can help users talk through ideas, generating prompts or alternative views that encourage reflection and critical evaluation by the learner.
Alongside these benefits, speakers were very clear about the risks, including the speed at which AI continues to develop and the uncertainty it creates. We were asked if we wanted an unregulated AI system, just as the internet had minimal regulations when first introduced. Recent media coverage, including reports of AI tools producing disturbing images, highlights the dangers of unchecked AI systems which act on human input and learned patterns. In recruitment, there is concern that AI-based screening could reduce diversity. With careful design, regulation and ongoing checks, however, AI systems can be constrained from making judgements on protected characteristics and, in some cases, may support fairer and more consistent decision-making. The AI in Employment panel highlighted the importance of diversity in the workplace as creating productive disruption and driving teams forwards.
In schools, it is reasonable to assume that most students have already used AI to support, and maybe even produce their work. By using AI in this way, without engaging their own thinking, students can bypass the learning that comes from producing work independently using scribbled or digital notes. When AI is used without the critical eye, students submit the work but may miss the learning involved.
We need to acknowledge AI’s presence in our everyday lives and to teach students how to use it effectively, ethically and safely. AI literacy must go beyond teaching how to prompt the systems and must include developing an understanding of safety, limitations, bias, and knowing when not to use AI. We also want to encourage our young people to think critically, make judgements, and be creative and curious about the world.
Concerns about AI’s impact on future jobs also featured heavily. Headlines predicting widespread job losses can be deeply unsettling for young people and risk fuelling anxiety. Roles within the workplace will inevitably change but, throughout history, jobs have evolved and they will continue to do so. Many careers that exist today were unknown a generation ago. Our responsibility is to help young people understand this context, listen carefully to their concerns, and frame conversations around adaptability, transferable skills and agency. One of the questions raised during the conference was whether we are preparing young people to shape AI, or enabling a future where AI shapes them.
At Landmark, we are committed to developing AI literacy among both staff and students so that AI is used thoughtfully, responsibly and purposefully. We began this journey in 2023 with a whole-staff introduction to AI and have continued to build our understanding through training focused on its meaningful use in the classroom. We are now establishing an AI working group, bringing colleagues together to shape how AI can be used safely, appropriately and positively across our school community.
At the heart of this work is our commitment to our students. We want them to have the confidence to make thoughtful decisions about if, when and how they use AI, and be equipped with the critical thinking skills to question and evaluate it wisely. As part of our ongoing learning, members of our staff will be attending the upcoming conference AI and Academic Integrity: How Do We Guide Rather Than Gatekeep? Organised by Toddle for IB schools, it will help us to continue learning alongside other educators.
My key takeaway from the conference was that preparing young people for an AI-enabled future cannot simply be about teaching technical skills alone. Equally important is the continued nurturing of core, transferable skills and values that allow young people to remain grounded, confident, self-aware, and to be, quite simply, uniquely themselves.
The adoption of the IB programme within our primary and middle years already provides a strong foundation for this approach. Students are encouraged to develop essential skills such as resilience, adaptability and creative thinking, all widely recognised as critical skills for the future workforce. Other ‘landing skills’ identified during the conference included planning, evaluation, reflection, multitasking and project management. At Landmark, students build these capabilities through opportunities such as the CREST Awards, ASDAN programmes and the Environmental Leaders initiative.
Alongside skills, understanding personal values is crucial in helping young people make purposeful choices about learning, work and wellbeing. Core values motivate and drive an individual through all aspects of their life. Through recent reflection on my own values, I have gained a clearer understanding of how values-led decision-making can shape our choices. Even in a workplace, it can be very powerful and productive if your personal values align with those of your employer.
Developing skills and values should not be confined to the school day. At home, open and curious conversations about perspectives, passions and aspirations can be powerful. Reflect on challenges as well as successes, and consider what has been learned when things do not go to plan. Perhaps spend time discovering skills and values together and discussing how these have shaped your careers and decisions.
In an age of rapid technological change, it is reassuring to recognise that much of what young people need is already being nurtured. By combining thoughtful AI literacy with a strong emphasis on reflection, personal values and transferrable skills, we can ensure that young people are not only prepared for an AI-enabled future, but equipped to navigate it with confidence, integrity and a strong sense of self.
Resources:
Form the Future Annual Conference 2026.pdf - This is the official overview of the conference. It includes summaries of each session and the results of audience polls held throughout the day.
