Thinking
When my eldest and I started chatting about her upcoming 17th birthday and her plans to learn to drive, memories of my own driving lessons in the 90s came back with a surprising vividness. It’s clear that today’s path to a license is more complex, with theory tests, provisional applications, and eye-watering insurance rates! As I reflect on the steps of becoming a driver, I can’t help but see parallels to our modern relationship with technology, particularly with social media and AI.
Young people now wield powerful tools with the potential to reshape learning, connection, and society. But these tools carry risks, much like the roads of a century ago when unregulated driving was both exhilarating and dangerous. When Britain finally introduced licensing requirements, the shift was transformative. Road safety improved dramatically, as did public awareness of the responsibilities involved in getting behind the wheel.
This moment of change in driving history resonates with today’s digital landscape. Social media, with its risks and rewards, mirrors the chaotic roads of the past. We’ve already seen the impact of unregulated access on mental health, misinformation, and societal divisions. While the “social media genie” is already out of the bottle, AI presents a new opportunity for proactive measures and mindful regulation.
At North London Collegiate School (NLCS), we’ve leaned into this concept through our ‘AI Driving Licence’ programme in the Ideas Hub, which guides students in navigating AI responsibly. The programme isn’t about using tech for its own sake; it’s about fostering discernment and ethical engagement. We aim to instill skills and understanding so students can make informed decisions, asking themselves not just “Can I use AI here?” but “Should I?”
Through structured learning, students earn their ‘licence’ not just to operate AI tools but to use them thoughtfully. They explore the ethical implications of AI, its limitations, and its most meaningful applications. It’s a curriculum that builds both technical and moral discernment, preparing students to engage with technology in ways that support society rather than overwhelm it.
The big question for education now is: Are we agile enough to meet these demands? Much like the evolution of driving regulations, adapting curricula for new technologies can’t afford to lag. Just as regulations eventually made driving safer, we must urgently embed ethical AI understanding into our education.
The goal isn’t to flood students with tech but to help them understand it selectively. At NLCS, we see AI as a powerful tool best used to amplify, not replace, human insight. It’s about empowering students to know when to lean on AI and when to trust their own judgement, creativity, and empathy.
As my daughter prepares to tackle the physical roads, I feel optimistic about her generation’s ability to navigate both digital and real-world landscapes. Much like the driving licence changed society for the better, education can shape our future with AI. By fostering measured, mindful tech use, we’re creating a future where human values guide technological progress.
This approach lets us harness technology’s benefits thoughtfully, so young people grow as not just digital natives but ethical leaders. The road ahead, like learning to drive, requires practice, caution, and confidence. With balanced guidance, it’s a journey that promises a future where technology supports a flourishing human experience.
Robin Street, Director of Innovation
