What does it mean to be a great teacher in a world where artificial intelligence is rapidly changing the way we learn, teach and communicate?
For Bilal, the answer begins with something much more human: people.
You were recently invited to deliver a keynote at an International Teaching Congress in Colombia. What did it mean to you to be asked to speak at an international event?
Being invited to deliver a keynote at the International Teaching Congress at Universidad de la Amazonia in Colombia was both a tremendous honour and a meaningful professional milestone. It provided an opportunity to exchange ideas with international educators and contribute to conversations about the future of teaching. For me, international education is not simply about sharing knowledge; it is about learning from diverse cultures, building professional relationships and recognising our shared responsibility to make education more inclusive, compassionate and transformative.
What was the key message you wanted delegates to take away from your presentation?
My keynote, Humanising AI in ELT through Wellbeing, Safeguarding and Pedagogical Care, emphasised one central principle: “Human-led, AI-informed.” Technology should enhance teaching, never replace the human relationships that make meaningful learning possible. I encouraged educators to approach AI through the lenses of care, ethical responsibility and learner wellbeing. As Nel Noddings (2013) reminds us through her ethics of care, meaningful education is fundamentally relational. AI may support learning, but empathy, professional judgement and human connection must remain at its heart.
AI is becoming increasingly common in education and training. What do you see as the biggest opportunities AI offers teachers?
AI offers remarkable opportunities to personalise learning, develop inclusive teaching resources, provide formative feedback and reduce administrative workload. It can help teachers adapt materials to different abilities, languages and learning needs, allowing more time for meaningful learner engagement. However, its greatest value lies in supporting rather than replacing professional expertise. As UNESCO (2023) emphasises, AI in education should remain human-centred, inclusive and ethically responsible.
Equally, what concerns you most about the way AI is currently being used in teaching?
My greatest concern is that technological efficiency may sometimes be prioritised over educational quality, critical thinking and human connection. Overreliance on AI risks weakening learner independence, while algorithmic bias, misinformation, data privacy and unequal access raise significant ethical concerns. Teachers must therefore remain critical and reflective users of technology. AI should inform pedagogical decisions, but those decisions must always be guided by professional judgement, ethical responsibility and the individual needs of learners.
You’ve spoken about the idea that “teaching begins with people”. Could you tell us a little more about what that means to you?
I strongly believe that “Teaching begins with people and finds its purpose in people.” Education is not simply the transmission of information; it is the development of confidence, dignity, curiosity and human potential. Every learner brings a unique story, background and set of experiences into the classroom. Inspired by Carl Rogers’ (1969) learner-centred philosophy, I believe meaningful teaching begins with empathy, authenticity and respect. Whether teaching university students, English language learners or first aid trainees, my guiding principle remains the same: understand the person before teaching the content.
Your presentation also focused on wellbeing and safeguarding. Why do you think these areas are important when we talk about technology and the future of teaching?
Wellbeing and safeguarding are not additional responsibilities in education; they are fundamental conditions for meaningful learning. As technology becomes increasingly embedded in teaching, educators must consider not only what learners can achieve, but also how safe, supported and included they feel throughout the learning process. Research by Ryan and Deci (2000) highlights the importance of autonomy, competence and relatedness in human motivation. I believe responsible educational innovation must protect these psychological needs while ensuring that technology promotes dignity, accessibility, emotional safety and learner agency.
As a WorkSafe First Aid Instructor, what do you think first aid instructors can learn from the wider education sector about engaging learners?
First aid training is most effective when learners are actively involved rather than simply receiving information. The wider education sector offers valuable approaches such as experiential learning, scenario-based activities, collaborative discussion, reflective practice and constructive feedback. Kolb’s (1984) experiential learning theory is particularly relevant because practical experience, reflection and application are central to developing competence.
In my first aid sessions, I aim to create an encouraging and psychologically safe environment where learners feel confident to practise, ask questions and learn from mistakes. Ultimately, successful first aid education is not just about remembering procedures; it is about developing the confidence and competence to act when someone needs help.
Finally, is there a particular person or experience from your international teaching career that has stayed with you and influenced the way you teach today?
Having travelled extensively and engaged with educators across different countries and cultures, one lesson has consistently stayed with me: the language, culture and context of education may change, but the human need to feel valued, respected and understood remains universal. My recent experience in Colombia reinforced this belief. Meeting passionate educators who shared a commitment to learner wellbeing reminded me that teaching is ultimately an act of service, connection and care. These experiences continue to shape my philosophy: teaching is not merely about what we know or how effectively we communicate it, but about the positive difference we make in another person’s life.
