IB Unplugged

The IB has published its AI Design Principles. A practical toolkit for schools is on its way. But between a published framework and a genuinely AI-ready school lies a gap that no document alone can close. In this special IB Unplugged LIVE podcast, Clara, Head of AI at the IB, joins John and Courtney for a chat that goes beyond the new principles themselves: we will dive into what the forthcoming IB AI toolkit will actually give schools, what genuine AI governance culture looks like versus a policy on paper, and what every IB educator in the room can do now.

Michele Lackovic, an EE workshop leader and examiner with over 25 years of supervising experience, joins us to explore what the 2027 syllabus asks of students and supervisors.Michele challenges the instinct to rely on AI detection software, arguing that academic integrity is protected when teachers authenticate how a student thinks, not when they police what a student produces. That shift treats AI as something to build into the EE from the start rather than bolt on later, and it raises a harder question about what “independent” work means when the tools keep changing.

What happens when the world a curriculum was designed for changes faster than the curriculum itself has?
 
The IB Diploma Programme has earned its reputation for rigor. But the challenges today's students will inherit — a warming planet, the next pandemic, AI reshaping work — don't arrive sorted by subject. So how do you keep that rigor and make learning more relevant to the world students are heading into? We sit down with Naheed Bardai — principal of UWC Atlantic College in Wales and one of the founding architects of the Systems Transformation Pathway — to unpack the IB's new transdisciplinary course: how it was designed, what two years of piloting have taught, and what schools can start doing now.

Tim Lovatt, Head of Digital Learning at UWC South East Asia, joins us to explore one of the quieter challenges of the AI era: keeping curiosity alive when it's no longer necessary for finding information. 
Tim argues that as AI tools take on more of the cognitive heavy lifting, the quality of the questions students ask matters more than ever, not less. The conversation moves between two possible futures: one where AI narrows curiosity into a search for quick answers, and one where schools deliberately design for wonder, treating creativity, collaboration and critical thinking as the skills that make students distinctly human rather than as soft extras.

The IB has spent decades defining what it means to educate for international mindedness and ethical thinking. Now, for the first time, it has published principles to guide how AI should be used across its entire ecosystem — from classrooms and assessments to the platforms schools use every day. But principles on a page are only as powerful as what happens in a classroom.
 
Clara Hawking, Co-founder of Kompass Education, former IB educator, and one of the small group of external advisors who helped build the IB's AI Design Principles from the ground up, returns to IB Unplugged to go inside the process — unpacking what those principles actually mean, the hard conversations that shaped them, and what IB educators need to do now.

Schools talk about student voice. They have councils, surveys, and learner profile statements on the wall. But how often are students invited to build — not just to speak? Arissa Roy, UWC graduate, UNESCO youth representative, and founder of a global education equity organisation she started at 14, joins us to name the gap between consultation and genuine co-design — and to challenge educators to close it.

What were the biggest ideas to emerge from Season Two of IB Unplugged?
 
In this special season finale, Courtney and John look back on the conversations that challenged their thinking, influenced their classrooms, and reshaped how they view education. Rather than revisiting every episode, they identify five recurring themes that connected discussions with researchers, school leaders, and classroom practitioners throughout the season.
 
From the role of AI and assessment to teacher well-being, student identity, belonging, and the importance of keeping humanity at the heart of education, this reflective conversation explores the ideas that continue to resonate long after the microphones were turned off. Whether you've listened to every episode or are discovering IB Unplugged for the first time, this episode offers a thoughtful synthesis of the conversations shaping the future of IB education.

What happens when schools stop working in isolation and start learning from one another? Elizabeth Imende joins us to explore the power of professional learning communities and the role of educational associations in building stronger, more connected schools. Drawing on more than two decades of experience across multiple continents—and her current role as Executive Director of AISA—Elizabeth reflects on how collaboration, shared expertise, and ongoing professional learning can transform both teaching and leadership.
Together, we unpack why locally grounded professional learning matters, how educators can move beyond networking to meaningful collaboration, and what school leaders can do to cultivate cultures of continuous growth. This conversation is a reminder that some of the most powerful learning happens not in isolation, but in community.

In this episode, Matthew Hayes challenges traditional definitions of achievement and invites educators to rethink how schools recognise student growth, contribution, and potential. Drawing on his research in Global Citizenship Education and youth development at UCL’s Institute of Education, Matthew explores why skills, character, and extracurricular engagement deserve greater visibility within education systems.

What happens when a well-intentioned programme meets the realities of school implementation? Rohit Vaswani takes a transparent and practical look at the Personal Development Plan (PDP) in the IB Diploma Programme. Drawing on his experience as both a DP Coordinator and IB educator, he reflects on how schools are navigating the challenge of moving the PDP beyond a compliance task and into something that genuinely supports student growth.