Joella Lynch

What expertise will you bring to AI?

I bring an interdisciplinary background spanning astrophysics, disaster management, and education. With over six years of experience teaching science in Bhutan and the UK, I have seen first-hand how technology and policy intersect in classrooms. Before starting my PhD, I supported schools to embed essential skills into their curricula. This blend of scientific, educational, and ethical perspectives shapes my current research into how AI can be designed and implemented to genuinely support teachers and learners. My work is grounded in understanding teachers’ professional practices and how AI can enhance not replace human expertise in education.

Research Interests

My research focuses on how teachers experience and use AI tools in schools, and how we can co-design these technologies to better reflect teachers’ values and priorities. I’m particularly interested in how AI might affect teachers’ professional practice and their sense of agency, and what this means for inclusion and social mobility in education.

Working with schools in the North East of England, I will use participatory design methods to explore how teachers engage with AI, what excites them, what worries them, and what kind of future they want for technology in education. I am focused on ensuring that AI in education supports meaningful, context-aware, and sustainable teaching and learning.

What made you want to apply for CCAI?

What drew me to the CCAI CDT was the opportunity to work alongside people from such a wide range of disciplines and perspectives. AI impacts so many areas of life, and I really value being part of a community that’s exploring these intersections in thoughtful and creative ways. The CDT’s focus on responsible, citizen-centred AI also fits perfectly with my interest in making sure technology in education serves real people, not just systems or data.

What are your ambitions for AI? How do you plan to change the world?

I believe the future of AI in education must be shaped with teachers, not for them. My ambition is to create evidence and design approaches that make space for teachers’ voices in how AI tools are developed and used, ensuring technology strengthens, rather than replaces, the relationships that make learning meaningful.

Through my research, I aim to show that when AI is designed collaboratively and used responsibly, it can enhance the creativity, equity, and sustainability of education. Ultimately, I want my work to help build a future where AI truly supports the people at the centre of teaching and learning.