In 1989, as Tim Berners-Lee introduced the world to the concept of the ‘World Wide Web’ Edinburgh Science embarked on its own path. Back then, imagining a classroom connected through digital networks felt like science fiction. Yet even in that less connected world, we had a clear purpose: to spark curiosity, broaden horizons, and help learners of all ages discover the excitement of science, technology, engineering, and mathematics (STEM). Over the years, our programmes have reached more than two million people worldwide. We’ve watched classrooms evolve from chalk dust and overhead projectors to interactive screens and virtual labs. 

Today, we find ourselves in an era defined by rapid technological change. Artificial intelligence (AI) can now tailor lessons to individual needs, ensuring that one student grappling with fractions receives step-by-step guidance while another, already comfortable with the concept, moves on to more challenging material. In well-resourced schools, this is already happening. The idea that no student should be left behind feels closer to reality than ever before. 

But not all classrooms have been able to make this leap. In many places, teachers still rely on outdated textbooks, struggle with limited digital tools, or lack the support to adapt their teaching methods. Students in these communities risk falling further behind, cut off from the very opportunities AI and other advanced technologies can offer. 

This matters because it affects the future we share. If young people in under-resourced schools never gain confidence in STEM or never see how technology can help them learn, how will they find their way into tomorrow’s most dynamic fields? How will we, as a society, benefit from the insights and talents they could have brought into scientific research, engineering projects, or breakthroughs in clean energy or healthcare? 

The speed of change is also overwhelming. New tools and platforms emerge faster than curricula can adapt. Teachers need ongoing training and guidance, but it’s not always clear where that will come from. Governments and industries may provide resources but don’t always know how best to reach those who need them. And as these stakeholders grapple with uncertainty, classrooms remain stuck, waiting for solutions that never quite arrive. 

Edinburgh Science has watched this shift unfold, and we know the difference that thoughtful collaboration can make. For decades, we’ve worked to bring inspiring science experiences into communities, to foster curiosity in learners, and to show educators the potential of new approaches. This background places us in a unique position to connect the dots. We can help policymakers understand what’s truly needed on the ground. We can guide technology companies in designing tools that are practical and affordable. We can support schools to build the confidence and skills of their teachers. We can help parents and local groups find meaningful ways to champion their children’s education. 

No one group can solve this puzzle alone. Governments can set the stage with visionary policies and stable funding. Technology companies can craft accessible, cost-effective tools that bring cutting-edge learning to any school that wants it. Educators can embrace new methods when they have the right training, and communities can encourage and mentor young learners, making sure no child is left behind. Edinburgh Science can be the thread that ties these efforts together, ensuring that every innovation and policy decision ultimately serves the students who need it most. 

We have, from the start, believed in the power of knowledge to open doors. Now, as AI reshapes our world, we see a chance to make those doors accessible to everyone. By drawing on decades of experience, forming new partnerships, and championing the practical steps that lead to real change, we can work toward a future where every learner is supported, challenged, and inspired – no matter where they come from. 

It started in 1989 with the spark of a new age, and it continues now as we face the dawn of another. The classroom of tomorrow is already taking shape. Let’s make sure it’s one where every child can find their place – and thrive. 

Hassun El-Zafar – Director & CEO

Each quarter Hassun El-Zafar, Edinburgh Science’s Director & CEO will share insights into the challenges facing our world, and the important role science communication will play in tackling them.