Groundbreaking school-based research projects supported by the British Council demonstrate that when teachers take the lead, artificial intelligence and social media can significantly enhance both learning outcomes and student wellbeing.
Personalised Learning Powered by AI in Pakistan
In Pakistan, a focused initiative within the British Council's Partner Schools programme explored the use of Generative AI to tailor lessons across various subjects. The project equipped educators with professional development in AI tools, ethical considerations, and prompt engineering, ensuring they retained full control over the technology's application in the classroom.
The results were striking. 92% of participating teachers reported that AI had improved their ability to adapt lessons to suit different learners. Furthermore, 87% found AI-generated content valuable for planning differentiated instruction. This targeted approach led to measurable academic progress among students who were previously underperforming.
Egypt's School-Wide Strategy for Responsible Digital Use
Meanwhile, in Egypt, a whole-school initiative tackled the integration of social media and AI head-on. The programme educated students on managing their digital habits while simultaneously training teachers to weave AI into their lesson planning. A remarkable 90% of teachers in the project now report using AI in their teaching.
A bespoke digital policy provided an ethical framework for technology use, transforming potential distractions into structured learning opportunities. This dual focus supported not only student engagement but also their overall digital wellbeing.
Teachers Remain the Essential Guides for Innovation
The British Council, highlighting its global leadership in education, stresses that these tools are most effective under educator guidance. Through its Partner Schools programme, it provides the structured training, ethical frameworks, and professional agency needed for teachers to lead classroom transformation.
Douglas Wood, Global Head of Educational Support Services at the British Council, stated: "These projects demonstrate that AI and social media are powerful tools, but schools and teachers remain the guides. With proper training and clear governance, educators can lead innovations that benefit."
Project leaders echoed this sentiment. Sara Ahmer, leading the work in Pakistan, explained they are "using AI to help every student get the support they need, especially those who fall behind." In Egypt, Hala Tewfik, teacher Research Lead, noted that since students are constantly connected, teaching methods should reflect that reality.
The studies in Pakistan and Egypt are part of a broader suite of 12 action research projects. They offer a global blueprint: integrate technology responsibly, prioritise continuous teacher development, and align digital tools with local needs. All 12 projects from the 2025 edition will be presented at the online event 'Action Research Now!' on 11–12 December 2025.
