About & mission
Closing the gap between what is known about learning and what schools are told about AI.
AIM Education exists because most AI-for-teachers training treats the technology as the subject. Teachers do not need the tools explained; they need a standard to judge them against, and their school needs to be able to show what they understand.
Mia
Founder, AIM Education
MA Education & Technology (Distinction), UCL Institute of Education, graduate
Who built this
A teacher-researcher building what schools actually need.
I'm Mia, founder of AIM Education and a recent MA Education & Technology graduate of University College London. My route into this work runs through business strategy, postgraduate research at UCL, and primary fieldwork on how teachers detect authentic student thinking in a generative-AI world.
AIM Education is the curriculum I wished existed when colleagues started asking "is this AI use actually helping students learn?", research-led, classroom-honest, and built to stand up to scrutiny in any department meeting.
Schools don't need another prompt course. They need a defensible position on when AI helps thinking, and when it replaces it.
Background
2026, Founded AIM Education
Established AIM Education to provide research-led, practical consultancy: helping schools adopt AI ethically while keeping human creativity and critical thinking at the centre.
2026, Master's dissertation on student authenticity
Conducted primary research investigating how educators evaluate authentic student work, addressing one of the core challenges schools face in the age of generative AI.
2026, Student Leadership & Advocacy, UCL
Served as Student Representative on the MA Education & Technology programme, facilitating critical dialogue between students and faculty on the rapid evolution of digital tools in academia.
2025–26, MA Education & Technology, UCL
Graduated with Distinction. Postgraduate study at UCL, specialising in the ethical integration of AI, pedagogy, and curriculum redesign, aligning emerging technology with authentic learning.
2022–25, BSc Business & Management, University of Sussex
Graduated with First-Class Honours with Distinction, in the top 2% of the cohort. Built the strategic foundations, operations, evidence, and systems thinking, that now underpin AIM Education's research-led approach.
Why this exists
The knowledge gap in AI + education
Two communities barely talk to each other. AI training rarely cites learning science. Learning science rarely engages with what large language models actually do. Teachers are stuck in the middle.
What AI vendors offer
Tool tours, prompt libraries, productivity hacks. Useful, but silent on whether students are actually learning.
What learning science offers
Decades of evidence on attention, retrieval, feedback, and transfer, rarely translated into AI-specific guidance.
What teachers need
A working theory of when AI helps learning, when it substitutes for it, and how to tell the difference in your subject.
Research grounding
The researchers this is built on.
Every unit is built from peer-reviewed work by educators and cognitive scientists who have spent decades on how people actually learn. Their papers are cited throughout the curriculum.
Paul A. Kirschner & John Sweller
"Why Minimal Guidance During Instruction Does Not Work" and the cognitive-load tradition, used to judge when an AI tool reduces useful thinking instead of supporting it.
Dylan Wiliam & Daniel Willingham
"Embedded Formative Assessment" and "Why Don\u2019t Students Like School?", the basis for how I evaluate AI feedback, retrieval practice and transfer in real classrooms.
Diana Laurillard
"Teaching as a Design Science" and the Conversational Framework, the lens used to audit any AI-supported lesson against the six learning types.
What makes this different
Not another prompt-engineering course.
| Dimension | Most AI courses | AIM Education |
|---|---|---|
| Starting point | A tool, a prompt template, a workflow. | A learning objective and what the research says about achieving it. |
| Evidence base | Vendor case studies and anecdote. | Peer-reviewed learning science (Kirschner, Wiliam, Willingham, Laurillard). |
| Subject relevance | Generic examples (write a haiku, plan a trip). | Subject-specific cases written for practising secondary teachers. |
| Output | You can use the tools. | You can defend, audit, and adapt your AI use in front of any colleague. |
What I promise
Four principles you can hold me to.
Evidence over hype
If a claim isn't supported by research, I say so plainly.
Pedagogy first
Every recommendation starts from a learning objective, not a tool feature.
Self-paced online
Thirteen units, self-paced online, with optional live online sessions.
Honest about evidence
I publish what tier of evidence I hold and what I cannot yet claim.