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Future Educator: AI for STEM teachers

Cambridge and KFAS · Kuwait · 2025 to 2026

Practical AI capability for STEM teachers.

A blended programme with the Kuwait Foundation for the Advancement of Sciences, helping STEM educators use AI in lesson planning, assessment and classroom activity while keeping safe and ethical use in view.1

My role: Cambridge technical lead. I led Cambridge’s side of the programme: solution design, learning architecture, specialist-team coordination and delivery across online learning, in-person workshops and train-the-trainer support.

50 teachersCompleted a three-month programme
BlendedOnline learning plus workshops at Kuwait University
10 trainersSelected for a train-the-trainer phase
STEMLesson planning, assessment and classroom use

The brief

Teachers needed usable AI practice, not a technology tour.

Kuwait Vision 2035 places education at the centre of a more diversified, knowledge-based economy. For STEM teachers, that means more than access to tools. It means knowing when AI helps learning, when it gets in the way, and how to keep professional judgement in the loop.1

Cambridge worked with KFAS to train science, technology, engineering and mathematics educators to use AI with more confidence and care. Educate Ventures Research contributed to the programme design.1

Design problem

How could a relatively short programme give pre-service, school and college STEM teachers enough shared practice to use AI in their own classrooms, and leave a smaller group able to train others?

STEM educators collaborating around a laptop during the KFAS Future Educator programme
In-person workshop activity during the KFAS Future Educator programme. Photograph from Cambridge’s public programme story.

My contribution

Cambridge lead for a blended STEM programme

The work sat at the join between programme design, facilitation and local capacity. KFAS owned the national relationship. Cambridge led technical design and delivery, with specialist partners in the mix.

Shape the learning model

Designed a route from self-paced online study to collaborative workshops and coaching, so teachers could try ideas in their own subjects rather than only hearing about them.

Keep classroom use central

Focused the live work on lesson planning, assessment and interactive activities, with safe and ethical use treated as part of professional practice rather than an add-on.

Coordinate specialist delivery

Recruited and worked with specialist contributors, including Educate Ventures Research, and coordinated Cambridge delivery across online, in-person and coaching components.

Build a local multiplier

Designed train-the-trainer support so the programme did not end with a single cohort. Ten teachers were selected to share the practice more widely.2

Programme architecture

Four connected teaching modules

The public programme framed the curriculum around practical STEM teaching rather than abstract AI theory.1

Creative teaching with technologyWhen digital tools and AI make learning more engaging and relevant
Leading change in educationPlanning new approaches with colleagues so improvements last
Practical application in STEMSimulations, adaptive tools and appropriate AI in subject teaching
Personalised learningAdapting lessons for different learners with judgement still in the loop

Participants working on laptops during a KFAS Future Educator workshop
Workshop session at Kuwait University. Photograph from Cambridge’s public programme story.

How it ran

Online, in person, then a local training cohort

Cambridge’s public close-out describes a three-month collaboration of 50 teachers, combining online learning with workshops at Kuwait University.2

Self-paced online learningTeachers worked through practical tasks, local cases and digital tools at their own pace.
Workshops at Kuwait UniversityIn-person sessions turned strategies into lesson plans, activities and shared critique.
Train-the-trainerTen teachers were selected to help extend the practice beyond the first cohort.

What I took from the work

Three design lessons

  • STEM teachers adopt AI when it saves planning time without removing pedagogical control. Lesson design, assessment and classroom activity were the useful units of practice.
  • Ethics has to travel with the activity. Safe use landed better as part of prompting, review and student-facing tasks than as a separate lecture.
  • A first cohort is not a system. The train-the-trainer path was the difference between a successful course and a chance of wider school use.

Attribution: Future Educator was a KFAS programme delivered with Cambridge University Press & Assessment, with Educate Ventures Research contributing to the design. This case study focuses on my contribution as Cambridge technical lead and does not imply sole authorship of the curriculum, facilitation or outcomes. Workshop photographs are used from Cambridge’s public programme story.

Sources and further reading

  1. Cambridge: Empowering Kuwait’s educators for an AI future
  2. Cambridge Partnership for Education: programme close-out, 50 teachers and train-the-trainer cohort

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