Future Learning Design Podcast

Future Learning Design Podcast is an education interview show produced by Good Impact Labs. Its conversations are with people who are already reshaping how learning happens. Tim Logan leads them. At one point he explains that he has shifted the show's language away from a call to transform education and toward the observation that a new kind of education is already emerging, in many places and in forms that do not resemble one another. That idea shapes the listening experience. Rather than pitching a single reform, the conversations look at working examples and ask what they add up to. A four-part series examines how AI tools are reaching teachers and young people through partnerships with Anthropic. At ALX Africa, Kavi Ramburn and Stefan Coetzee discuss Chidi, an AI learning companion built to scaffold critical thinking, alongside plans to make courses primarily mobile-based and reachable offline in low-connectivity areas. Coetzee also raises a sharper worry: a tool that scaffolds too well might leave learners never needing to speak to anyone else. Karishma Galani of Pratham talks through AI-assisted grading tested in a programme for women returning to complete the 10th grade, and explains why a human has to stay in the loop. Stephen Jull of Teach for All describes a choice to turn towards AI rather than away from it, with teachers working as co-architects. The tone is warm but alert. Logan admits on air to being conflicted, even nervous, about letting a machine decide educational outcomes. That concern sits beside his curiosity rather than cancelling it. Away from technology, the range widens. Yuliia Naidych, Marie Teich and Anastasia Tarasova describe building the Center for Transformative Research in Ukraine through a winter in which some people cannot stay at home without seeing their own breath, and they talk about brain drain, intellectual sovereignty and action in Hannah Arendt's sense. Jennifer D. Klein, an author and former head of school, brings insights gathered from education leaders around the world, and Logan probes her book's middle-path idea as something sturdier than a diluted compromise. A five-part Global Pathways Innovations Mini-Series hands the conversation to students and graduates of new routes through the final years of high school, from Green School Bali to African Leadership Academy. Other titles mark the outer edges of the subject range: 'Embodied Critical Thinking', 'Strange Times for Educational Futures', 'Learning to Think Like a Forest'. Questions often arrive long and layered, carrying context and a proposed frame before inviting a guest in. What the show offers is not a list of tips but a clearer sense of what is at stake when education changes.