{"id":1,"date":"2025-09-12T14:19:00","date_gmt":"2025-09-12T13:19:00","guid":{"rendered":"https:\/\/blogs.imperial.ac.uk\/ai-futurists\/?p=1"},"modified":"2025-09-12T16:24:35","modified_gmt":"2025-09-12T15:24:35","slug":"thoughts-as-we-begin-our-second-year","status":"publish","type":"post","link":"https:\/\/blogs.imperial.ac.uk\/ai-futurists\/2025\/09\/12\/thoughts-as-we-begin-our-second-year\/","title":{"rendered":"Thoughts as we begin our second year"},"content":{"rendered":"\r\n
\"Students
Students and staff in the spring sunshine at South Kensington campus,\u00a0Dangoor Plaza.<\/figcaption><\/figure>\r\n

 <\/p>\r\n

We\u2019re about to embark on a second year of the AI Futurists initiative<\/a>.

Since June 2024, the five embedded AI Futurists have been devising ways to further Imperial\u2019s AI capabilities in the education space. This work began with uncovering activities related to GenAI in Education within the AI Futurists\u2019 local faculties and departments, exploring opportunities to connect people to share practice and join up. Each of the AI Futurists have responsibilities and interests within their \u2018day jobs\u2019 related to genAI. These range from identifying training gaps and designing learning to fill these to collaboratively developing and deploying AI tools to assist with learning and teaching across taught courses.

In my role as Lead AI Futurist, I am tasked with facilitating the work of the group, prioritising and developing ideas for streams of work. I horizon scan to develop our awareness of HE sector initiatives related to genAI broadly. This work aligns well with my role as Senior Teaching Fellow for Library Services, where I work with library teams to deploy learning across taught courses at Imperial using our bespoke Information and Digital Literacy framework<\/a>, which we collaboratively amended in 2024 to address genAI across areas of competencies for students.

Our approach to being AI Futurists has been, first and foremost, rooted in curiosity. We have taken the stance of asking questions first, rather than being quick to provide answers. In the past year we have learned as we\u2019ve gone along, taking care to harness our enthusiasm into planning. Addressing the fervour around generative AI has at times felt like a Sisyphean task, with new tools and use cases and emerging weekly to sift through, along with a scary raft of ethical challenges.

Among other things, in the past year we\u2019ve developed a Special Interest Group, delivered two cross-faculty AI hackathons, deployed the Business School Faculty Bot, and soon will launch a staff-facing Introduction to Generative AI at Imperial course. We\u2019ve established relationships with stakeholders and friends to align AI initiatives with staff and student needs, including the EDU, ICT, Centre for Academic English, and internal comms teams.

We had the opportunity to contribute a panel discussion at the\u00a0Imperial Festival of Learning and Teaching<\/strong><\/a>, where, along with three student panelists, we considered and debated whether genAI is a sustainable partner, and what a sustainable future for generative AI in education might look like.

We\u2019ve only begun to scratch the surface as regards AI and a wide range of associated ethical concerns. I consider this piece to underpin everything as we engage further with the tools and companies that produce and supply them. In recent weeks in the media, we\u2019ve seen deeply troubling instances of generative AI being used by young people for mental health support, for example, and have become aware of a new level of the disturbing potential for AI-generated harm.

We\u2019ve taken the responsibility of being AI Futurists to heart. To that end, we\u2019ve had worthwhile and perplexing discussions about what it means to be true \u2018Futurists\u2019 while still needing to address existing needs and fill gaps.

Our priorities for the coming year include:

\u2022 Strategic AI curriculum development beyond immediate course-level changes
\u2022 Dedicated research time to assess AI\u2019s pedagogical impact
\u2022 Broader faculty engagement, enabling proactive rather than reactive AI strategy development
\u2022 Prioritising student collaboration, for example, convening a student-focused forum to discuss their perspectives on generative AI\u2019s impact on learning \u2013 in collaboration with ICU
\u2022 Experimental tool development in teaching, learning and assessment
\u2022 Explorations around the societal impact of genAI, which we expect will be cross-disciplinary with the Social Sciences and Humanities

We fully expect these aims to evolve and be subject to the influence of the perpetually moving target that is genAI in education.


Hall, Rachel. (2025) \u2018Sliding into an abyss\u2019: Experts warn over rising use of AI for mental health support. Available at: https:\/\/www.theguardian.com\/society\/2025\/aug\/30\/therapists-warn-ai-chatbots-mental-health-support<\/a> (Accessed: 2 September 2025).

Imperial College Library Services. (2025) Information and digital literacy. Available at: https:\/\/www.imperial.ac.uk\/admin-services\/library\/learning-support\/information-and-digital-literacy–\/<\/a> (Accessed: 2 September 2025).

Papageorgiou, V. (2025) Conceptualising and envisioning the \u2018sustainable teacher\u2019 within the contemporary university. Society for Research into Higher Education. Available at: https:\/\/srhe.ac.uk\/wp-content\/uploads\/2025\/04\/Papageorgiou_NRreport.pdf<\/a> (Accessed: 1 September 2025).

Peck, E., McCarthy, B. and Shaw, J. (2025) The future of the campus university: 10 trends that will change higher education. HEPI Policy Note 64. Oxford: Higher Education Policy Institute. Available at: https:\/\/www.hepi.ac.uk\/wp-content\/uploads\/2025\/05\/The-future-of-the-campus-university.pdf<\/a> (Accessed: 1 September 2025).<\/p>\r\n","protected":false},"excerpt":{"rendered":"

  We\u2019re about to embark on a second year of the AI Futurists initiative. Since June 2024, the five embedded AI Futurists have been devising ways to further Imperial\u2019s AI capabilities in the education space. 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