Catholic lay minister Rolph Balgobin is the founder and chairman of The Oxbridge International School, a Cambridge School that is blazing a trial of educational excellence. Dr Balgobin has also been proud to sponsor a scholarship scheme at Cambridge College via the Balgobin Family Bursary. This article will look the Cambridge Global Perspectives AS and A Level subject and how it educates students on AI and tech advancement, positioning young people for success in increasingly digitised workplaces.
A recent Cambridge Global Perspectives project explored the use of artificial intelligence in schools, inviting students to assess whether it was an effective learning tool or a cognitive trap. Students from Grilli Canning College in Buenos Aires, Argentina, were asked to examine how AI is reshaping student experiences, assessing everything from its potential to enhance productivity to the ethical questions its raises, as well as addressing the risk of over-reliance.
Drawing on local, national and global information, the students researched AI regulation in different territories, conducing their own survey of students and teachers at Grilli Canning College. The team showcased their findings at Cambridge Global Perspectives’ largest fair to date, joining 37 other academic institutions from across the Latin America and Caribbean region, presenting their findings to an audience of 425 online attendees. In addition to their findings, the team’s presentation also offered practical, responsible suggestions in terms of integrating AI into the classroom.
A skills-based subject that places study in a practical, real-world context, Cambridge Global Perspectives presents students with a prime opportunity to develop the skills they need to succeed at school and university, as well as preparing them for their future careers. Over the course of the last five years, entries for the Cambridge International AS and A Level Global Perspectives and Research course have increased by more than 90%.
As part of the project, the team from Grilli Canning College assessed precisely why Cambridge Global Perspectives is such a powerful and increasingly popular subject. Developing the learner’s ability to analyse, question, communicate and collaborate, the subject equips students with vital skills, enabling them to navigate an AI-driven world.
82.8% of students who participated in the team’s survey reported using AI to complete their homework. Examining their classmates’ AI usage, the team found that 13.8% of poll participants ‘always’ used AI tools to complete their homework, raising questions about whether AI is enhancing learning or effectively replacing it. Reflecting on their research, team member Luc Gill said he regarded AI as a very useful tool, helping students to do a lot of things, like research or answer their curiosities. However, he conceded that it could also be a trap, particularly where people become too dependent on it, decreasing their thinking capacity.
The team also considered how AI deployment was impacting teachers, with student Lara Waizer suggesting that some teachers see it as a threat, while others use it for support material. When asked whether their students depended on AI tools to complete their homework, 19% of teachers said they ‘frequently’ saw students relying on AI.
The research revealed both advantages and risks in terms of the integration of AI in academic life, presenting both ‘a powerful tool and potential trap’. The team acknowledged that where AI is not used correctly, it could slow students’ growth by taking away opportunities to learn new things. However, where used diligently, AI poses vast potential to help students overcome significant challenges. The research highlighted the value of AI in transforming teaching practices and helping educators create more dynamic and effective learning environments. The team also underscored the value of AI to truly improve the way students learn and grow, albeit acknowledging the risk of students falling into the trap of relying on technology too much.
