“We have a vision for kids learning, building and coding together – moving away from classrooms where kids work individually on computers with headphones on,” said Atish Gonsalves, Head of Product, Computer Science & AI, LEGO Education. With LEGO Education Computer Science & AI, students collaborate and work in groups of four while teachers facilitate hands-on lessons with ready-to-use materials. Kits are specifically designed for years 1-3, 4-6 and 7-9, featuring LEGO® bricks, hardware and lessons that are accessible for beginners yet offer infinite possibilities for experienced learners.

‘Building the Future: A Global Report on Computer Science & AI Education’ found that many teachers are lacking the right tools to engage their students in these concepts. In fact, more than half of teachers globally say current resources leave students “bored”, and nearly half say computer science isn’t relatable and doesn’t connect to students’ interests or day-to-day. While 69 per cent of global teachers agree AI literacy is critical for students’ futures, 40 per cent say their schools aren’t prepared to teach it responsibly.

“The future will be led by children who don’t just use technology – they understand it, question it and ultimately build a better world with it,” said Andrew Sliwinski, Head of Product Experience, LEGO Education. “AI presents incredible opportunities for learning, but it must be introduced with intention and care. This is why we developed a solution for the classroom grounded in the LEGO Group’s values of child safety, privacy and well-being. With LEGO Education Computer Science & AI, children engage with AI to build their understanding of how the technology works in a safe and responsible way.”

LEGO Education is introducing a hands-on, student-centred approach to effectively teach computer science concepts in the classroom and foster AI literacy, creativity and student agency. The report found that teachers value digital learning with screens but want more balance to deliver the best learning outcomes. The LEGO Education curriculum includes both screen-free lessons and lessons that combine physical bricks with the digital LEGO® Education Coding Canvas to bring student creations to life. To understand why and how the technology works, students build and experiment with AI, ultimately learning how to engage with it in a more meaningful and responsible way. This marks a significant shift in how these subjects are taught in classrooms.

With the upcoming launch of LEGO Education Computer Science & AI and the recent introduction of LEGO® Education Science, LEGO Education is designing solutions that equip schools with the tools they need to more easily and effectively teach subjects that have often been disconnected and inaccessible to many students and teachers. As part of this transition, the LEGO® Education SPIKE Portfolio will retire, including LEGO® Education SPIKE Prime and LEGO® Education SPIKE Essential.

The certification from 9ine, a globally recognised education-sector consultancy specialising in data protection, cybersecurity, and AI governance, earlier this month underscores IMP’s commitment to meeting rigorous international standards.

Through an independent expert assessment of its products, policies, and technical controls, 9ine has verified that IMP Software aligns comprehensively with regulations such as GDPR, FERPA, COPPA, the EU AI Act, and industry cybersecurity benchmarks including OWASP standards.

Achieving 9ine certification means schools, and the wider MATs they are part of, can confidently trust that IMP’s solutions have been independently vetted for compliance. This certification reduces complexity and accelerates procurement by eliminating the need for lengthy internal reviews, helping schools deploy IMP’s solutions more efficiently and safely.

Will Jordan, Co-Founder and CEO of IMP Software, said: “We are delighted to receive this significant certification from 9ine. It is a clear reflection of our unwavering commitment to protecting MAT/school data, safeguarding privacy, and demonstrating responsible and ethical privacy governance. It is important independent verification of our practice around robust data privacy and protection governance specifically for educational technology. We hope this provides additional reassurance to our valued MAT and school partners, and underscores our promise to uphold the highest standards as part of our wider organisational customer commitments.”

The rise in cyber risks facing our nation means that taking steps to secure your smartphone is vital. Whether you’re using an iPhone or an Android, check out the following practices to keep your data safe from cyber threats.

Update Your Operating System and Apps

Keeping your smartphone’s operating system and apps up to date is one of the simplest ways to protect it. Updates often include patches for vulnerabilities that hackers exploit. When you delay installing them, you leave your mobile exposed to known security risks.

To stay secure, check your device settings for automatic updates. Also, regularly update your apps through the Google Play Store or Apple App Store. If an app hasn’t had an update in months, consider whether you should keep it.

Enable Two-Factor Authentication

Two-factor authentication (2FA) boosts your accounts’ security by implementing a second step beyond a password. Even if someone steals your login, they can’t access your account without the secondary code. The codes are often sent to your phone or email or generated through an app like Google Authenticator.

Most apps and accounts offer 2FA. Although this might seem like overkill, you should always use it for critical accounts like email, social media, and banking.

Protect Your Connection With a VPN

A Virtual Private Network (VPN) encrypts your internet connection. This makes it harder for hackers to steal your data on unsecured Wi-Fi. Whether you’re at a café or airport, a VPN protects sensitive information such as financial details from falling into the wrong hands.

Choose a reputable VPN service and download its app from the official app store. Many providers also highlight their best VPN offers on their websites, allowing you to secure a great deal while enhancing your online privacy.

For users who can’t access an app store or need advanced features like ad blocking, downloading the app directly from the provider’s official site is another reliable option.

Avoid Suspicious Messages and Emails

Criminals use phishing tactics to trick you into revealing information or installing malware. These attacks are often fake emails or text messages that appear to be from legitimate sources, like your bank.

Be cautious of messages that urge you to click on links, especially if they claim there’s an urgent issue with your account. Visit the company’s official website or call their customer service if you’re unsure. Avoid opening attachments from unknown senders, as they may contain malware.

Combine These Strategies for Full Protection

Following these steps together can significantly reduce your risk of falling victim to online threats. Treat smartphone security as an ongoing practice and stay vigilant against evolving tactics. Your digital life depends on it!

Under the theme “Let’s Learn Together,” ViewSonic designed its booth to resemble a school, offering an engaging learning environment that spanned from primary education to professional workspaces. The space featured classroom-inspired setups, interactive learning stations, and live demonstrations of AI-powered teaching tools.

“The incredible engagement at our booth this year highlighted the strong interest in AI-driven teaching solutions and our Chromebox OPS and ViewBoard EDLA solutions,” said Thomas Müller, Vice President of Sales and Marketing for West Europe at ViewSonic. “Our interactive demos brought these technologies to life, demonstrating how ViewSonic’s EdTech solutions seamlessly integrate into everyday teaching to simplify classroom workflows and enhance collaboration. We are helping schools build more connected, collaborative, and future-ready learning environments.”

Visitors explored ViewSonic’s latest innovations, including ChirpAI, an AI teaching assistant, ClassSwift interactive platform, and AI-enhanced ViewBoard interactive displays, experiencing firsthand how AI-powered solutions are transforming modern teaching. Live demonstrations showcased their ability to automate administrative tasks, streamline lesson preparation, and provide real-time feedback, enabling teachers to focus on student engagement.

Chromebox OPS (Open Pluggable Specification) and the new Android Enterprise Device Licensing Agreement (EDLA)-certified* ViewBoard interactive displays stood out as key attractions, educators discovered these solutions enhance digital teaching with seamless learning, device management, and security—offering a scalable, future-ready solution.

EdTech Experts Discuss AI’s Impact on the Future of Education

Beyond showcasing its latest solutions, ViewSonic hosted thought-provoking keynote panels and EdTech expert discussions, sparking important conversations about AI’s transformative role in education, digital accessibility, and the future of interactive learning. One of the highlights on the stage was the ClassSwift Quiz, which became a crowd favorite. Educators and student groups eagerly competed in real-time interactive sessions. Participants explored how instant feedback fosters deeper engagement, while teachers praised its intuitive design and ease of use, recognizing its potential to simplify lesson delivery while making learning more interactive and enjoyable.

Throughout the three-day event, ViewSonic actively engaged with educators and industry experts, discussing innovations in education technology and showcasing how AI-driven solutions are enhancing teaching and learning experiences. Experience the highlights from Bett 2025 – watch the wrap-up video and please visit ViewSonic’s BETT 2025 event page to see AI-driven learning and interactive EdTech solutions in action.

The latest in Lenovo Education’s portfolio includes new laptops, running Windows 11 or ChromeOS, built to help students and teachers embrace next-level digital learning, as well as take advantage of generative AI applications to boost everyday productivity. These education solutions and more will also be presented at Bett 2025 January 22-24, where Lenovo will introduce insights on AI in education and its collaboration with Ducati in STEM learning.

“Education around the world continues to evolve with the learning advancements and solutions enabled by technology,” said Stuart King, Executive Director and Global Head of Education Segment, Lenovo. “And Lenovo is responding to the needs of CTO’s, IT administrators, educators, and students for flexible, reliable devices in the classroom and digital learning scenarios, as well as systems that can leverage AI to enhance both teaching and learning.”

Featuring enhanced connectivity and added durability backed by Lenovo’s testing methods for education, Lenovo’s new laptop solutions mean teachers, students and parents can rely on innovative technology that helps them sustain the highest levels of continued learning. The comprehensive line-up of compute devices and accessories includes the Lenovo Chromebook Plus 2-in-1 (14”, 10), Lenovo Smart Charger, Lenovo Device Intelligence for Education, Lenovo 13w 2-in-1 Gen 3 PC, as well as the Lenovo 500w, 300w, and 100w Gen 5 PCs.

Bee-Bot is an interactive device for young learners to understand coding, sequencing, and problem-solving. With up to 200 programmable commands, children can direct the Bee-Bot to move forward, backward, left, and right, laying the foundation for computational thinking skills.

For two decades, the Bee-Bot has played a crucial role in teaching early years children about coding and programming in over 90 countries. In the UK, 95% of primary schools use the Bee-Bot, and it’s also featured in curricula across Europe, the Americas, Australia, New Zealand, and Asia. From South Africa to Ukraine, Hong Kong, Russia, and Turkey, the Bee-Bot reaches almost every corner of the globe.

Designed in 2004 in Lewisham, the Bee-Bot was created to help teachers introduce programming and sequencing while meeting curriculum requirements. It has since become a key tool in classrooms worldwide, addressing the need for creative ways to integrate technology into early education. Today, the resource continues to play a vital role in helping children develop the skills needed for the future, especially as 97% of top IT jobs now require AI-related expertise and human oversight to review code and scripts.

Over the past 20 years, numerous global studies have highlighted the Bee-Bot’s impact. Research from the University of Waikato in New Zealand has demonstrated its effectiveness in teaching programming concepts to Māori and Pasifika students. In Estonia, it has supported social skills development for children with Autism Spectrum Disorders. Additionally, studies on the Bee-Bot’s effectiveness in problem-solving and computational skills have led to its incorporation into national curricula in countries like Chile and Greece.

Jo Hardy, Director of Innovation at RM says: “Bee-Bot’s 20 years of coding emphasises the lasting importance of early programming education. Whilst some may think it’s too early for young children to learn coding, it’s becoming essential for their future. Just like learning a new language, the earlier they start, the better. The Bee-Bot is instrumental in this, offering a screen-free introduction to technology and coding. As AI becomes more integrated into our lives, coding will become increasingly vital. Incorporating these skills into the curriculum will help prepare children for a future where technology plays a significant role.”

Computing at Higher Education is increasingly seen as a good choice by students – particularly by women – according to data from university admissions service, UCAS released today. This year, 2,940 UK-domiciled 18-year-old women have accepted a place to study the subject, up 8% from 2023/24 (out of 15,530 18-year-old UK-domiciled acceptances for Computing).

The male to female ratio in this area is also continuing to close slowly – with an ongoing trend towards increased participation by female students (below 4:1). However, the difference remains wide and there is still a long way to go in terms of closing the gender gap – according to according to BCS analysis.

Overall entries at A level are up 12% with 29% growth in the number of females in England taking Computer Science at A level and a 9% increase in the number of males studying the subject. The gender ratio continues to move in right direction (now below 5:1) in this area too – BCS added. Meanwhile, females are outperforming males at all grades for A levels – this is similar across all nations.

There was an increase in the number of students taking digital A levels in Northern Ireland. Entrants for the Software Systems Development A level have grown by 12%, while those for Digital Technology have improved by 9%.

In Wales, the number of students taking Computer Science A level was broadly similar to the previous year, with almost 400 taking the new Digital Technology qualification.

In England, T level results reveal that almost 1,400 students have taken one of the three digital pathways, and a 40%-plus increase in those gaining a pass or better in Digital Production, Design and Development and Digital Support Services

Julia Adamson MBE Managing Director for Education and Public Benefit at BCS, The Chartered Institute for IT said: “Congratulations to all the A level and T level students receiving their exam results today. The overall number of students as well as the increase in the number of women opting to study computer science at degree level is great news.

More young people are recognising that this qualification can lead to a range of exciting careers – roles that can potentially help tackle some of the hugely important issues that impact our society such as AI, climate change and cyber security.

It’s fantastic that the overall numbers of people taking computer science is increasing, but there remains a huge demand for more skilled people to meet the needs of our digital future. The growth in the numbers and the diversity of qualified technologists needs to continue to accelerate – not only to help close the gender gap, but also to meet future needs of the UK economy.

At schools and colleges, we are seeing a more diverse range of pathways in computing and digital skills appearing. These will contribute to steps being taken to ensure an increasing number of diverse entrants to the computing professions, and help to draw more people towards digitally focused study in both higher education and progression to the workforce.”

A new report by King’s College London highlights how fewer girls in England are studying computing at secondary school since the curriculum became narrower in scope and the authors call on the incoming government to take action to address the problem.

The report finds girls are more likely than boys to say they don’t enjoy computer science GCSE, it does not align with their career plans or it seems more difficult than other subjects.

The authors also warn some can be deterred by pervasive stereotypes about the jobs available that use computing or digital skills. When pupils were asked to name famous computing people, men, in particular the tech entrepreneurs such as Bill Gates and Mark Zuckerberg, dominated the top 10 list with only two women included – Grace Hopper and Ada Lovelace – both of whom are long deceased.

To ensure computing is a subject that appeals to more young people the authors make a set of recommendations including the urgent need for curriculum reform, improving support for computing teachers and changing the current narrative around computing to focus beyond male tech entrepreneurs.

They point out that a wider range of digital skills are vital for individuals to participate in modern society and will be needed if the UK is to realise its aim to become a “science and technology superpower.”

Principal investigator Dr Peter Kemp, Senior Lecturer in Computing Education at King’s College London, said: “It is imperative that we see action to encourage more girls to take computing at school so they can develop the digital skills they will need to be able to participate in and shape our world.

“The current GCSE is focused on computer science and developing programming skills, and this seems to deter some young people, in particular girls, from taking up the subject. We need to ensure computing is a subject that is appealing to all pupils and meets the needs of young people and society.”

The report explores the impact of a 2014 curriculum change in England from Information and Communications Technology (ICT) to a greater focus on Computer Science that elevated computer theory and programming skills.

It highlights how 43% of those who took the GCSE in ICT were girls in 2015 compared to just 21% taking GCSE Computer Science in 2023.

Maggie Philbin, technology broadcaster and Director of TeenTech, an organisation which promotes digital skills, supported the report recommendations saying it is vital all young people have the opportunity to develop digital skills.

She said: “At the moment, many students see the subject as ‘difficult’ and vote with their feet if they are aiming for the best grades. It’s time to take a fresh look at the subject and work with teachers to design a curriculum which is more appealing and which teachers feel confident to deliver.”

The Subject Choice Attainment and Representation in Computing project (SCARI) report was a three-year study funded by the Nuffield Foundation and co-authored by Dr Peter Kemp, Dr Jessica Hamer and Meggie Copsey-Blake, all of the School of Education, Communication & Society at King’s, and Professor Billy Wong of the University of Reading.

Through a survey of almost 5,000 students, they found that, among girls who did not opt for computing at GCSE level, 74 percent said they did not enjoy it compared to 53 percent of boys. Also, 56 percent of these same girls felt it did not align with their career plans. Among Key Stage 3 pupils, girls were more interested than boys in topics such as digital media, project work and presentation work which were closer to the previous ICT curriculum.

The research also involved interviews with 45 stakeholders including teachers and school leaders and analysing 960 school documents. It revealed many teachers and senior school leaders were dissatisfied with the new GCSE Computer Science specification and felt unprepared to teach it. The teachers called for better access to continuous professional development, especially around ensuring equality, diversity and inclusion, as well as subject-specific training.

Pete Dring, Head of Computing, Fulford School, York, said: “Every student should be leaving school with the digital skills required to thrive in the workplace and society. We need to reform the curriculum to include a comprehensive computing GCSE that provides essential skills and knowledge beyond just Computer Science.”

To encourage more girls to take computing and to give all young people access to better digital skills, the report recommends:

• Reforming the computing curriculum with a focus on broader digital skills
• Promoting and enhancing teaching training and professional development
• Supporting inclusive computing education in schools
• Reframing the computing narrative
• Showcasing diverse digital opportunities
• Increasing access to out of school digital making

The authors call for a concerted commitment from policymakers, educators, business and other relevant parties. Otherwise, they warn: “The lack of women in computing may lead to heightened vulnerabilities and the dominance of men in shaping the modern world.”

The event gives Computer Science students the opportunity to present their projects to the employers they have been working with over the course of this year, giving them the skills that will help them in the workplace.

Third year students also had the chance to share their dissertations not just with their supervisors, but also the public.

Raphael Kokkalis, a final year Web and Mobile Development student, said: “The Showcase has built skills like presentation skills but it has also been a celebration.

“It’s the end of the year, and all this hard work that you have put in, you are showing it and you’re proud of it. It’s a different feeling than just showing it to your supervisor. It’s more like I did this.”

Klaudia Kinga Plaza, who studies Networking and Cyber Security, said: “It was pretty exciting, stressful of course for me, but everything was fine. I presented my work to my supervisor and to other students and I’m so proud of that.”

Raphael added: “It’s a proud moment for every student.”

Over the year, students have worked with different employers as part of their studies.

The showcase saw judges pick winning teams who worked with these employers that saw to better integrate technology into their processes and training initiatives.

One of the winning teams, Triple 8, worked with third party logistics (3PL) service providers Vantec Europe Limited, where they created an immersive training experience focusing on health and safety.

Martin Kendall, MD at Vantec said: “Working with students from the University provided a valuable skills showcase and knowledge transfer between education and industry.”

Vantec have developed immersive technology deployed within the UK and Japan and being able to work with the students has also given the students a practical demonstration of where their skill set can be used within our industry.

Martin added: “The students have created some exciting and intuitive projects through the latest in educational immersive technology. We wish them every luck in the future and look forward to seeing their work continue.”

Students were able to innovate by integrating VR into the process, providing potential trainees with an immersive educational experience.

Paul Graham, Interim Associate Head of Computing, said: “The digital showcase event is really important for students as it gives them a chance to show off and demonstrate their work to a number of employers that we invite in.

“In the past this has led to students finding internships and further projects with industry and at our event we had a number of final year students invited to interview once they graduate in a few weeks time.

“It is really nice for myself and the other staff within the faculty to see all their hard work and the students celebrate the end of term and in some cases the end of their academic journey with us as they graduate and enter the world of work.”

The software manufacturer CAD Schroer is a provider of engineering software solutions that are used worldwide in the fields of mechanical and plant engineering and factory design. A specially introduced support programme in the area of education and research provides the next generation of engineers and technicians with very easy and free access to advanced software products. In the areas of process engineering design and 2D or 3D design, the facilities rely on M4 DRAFTING. When it comes to plant engineering, pipeline construction or factory design, M4 PLANT fulfils all the necessary requirements. For non-commercial use, these software packages are available free of charge to educational and research institutions as well as pupils and students.

“We firmly believe that access to high-quality technical tools is a decisive factor in training the engineers of tomorrow,“ says Michael Schroer, Managing Director of CAD Schroer. “With our funding programme, we want to make our contribution and ensure that financial hurdles do not hinder learning progress.“ This is also reflected in the simple application process for licences. Teachers, pupils or students can simply fill out a form on the CAD Schroer website and receive the licences after a short check. Video tutorials and full documentation are available for quick learning of the software.

Many research institutions and universities are also working on commercial projects. As these were excluded from the previous funding programme, CAD Schroer is now offering a solution specifically for commercial research projects. In addition to the current initiative, a permanent discount of 35% on the licence costs is being offered. This discount is designed for educational and research institutions that wish to use M4 PLANT or M4 DRAFTING for commercial projects. In addition to the software licence, the institutions also gain access to full software maintenance, including the entire service package. This option will give institutions a new flexibility that will drive their projects and research forward without restrictions.

Interested institutions, pupils or students can simply request their licences on the CAD Schroer website in the student version section. For larger installations in computer rooms, it is also possible to use network licences. CAD Schroer promotes technical education and research with free CAD software and offers discounts for commercial use.