Education has the potential to foster curiosity and empower future scientists through engaging hands-on learning, proven to positively impact students and teachers. This interview explores the vision, development, and potential of LEGO® Education Science, featuring insights from Bo Stjerne Thomsen, Head of Education Impact at LEGO Education.
Andrea Welter, assistant head teacher from Pheasey Park Primary School, explains why successful catch-up programmes in education need to focus on closing the literacy gap.
Many teachers took on ‘humanitarian roles’ during COVID-19 school closures, aiming to improve girls’ education - as well as providing healthcare and safeguarding.
Issues with diversity have occurred in school curriculums across the UK, but a national survey of teachers has noted history classes are incorporating more representation into their lessons.
Jackie Denyer, MD and Founder, Professional Training Solutions, discusses why attitudes towards apprenticeships and training need to change after organisations realised that the UK workforce is ill-equipped to handle shortages, during the pandemic.
Peter Collison, Head of Formative Assessment and School Platforms at RM, discusses what the education sector, and particularly the way in which the assess UK pupils, can do to eliminate attainment gaps in the UK.
Stewart Watts, VP EMEA at D2L, explores the current Technical and Vocational Education and Training (TVET) revolution and how technology can support the education sector’s post-COVID recovery.
Nikolaos Nikou, Founder & CEO of Classter, explores how students, teachers and parents can get the most from their new hybrid classroom with digital learning management.
![Figure 1 - The figure illustrates the diversity and multi-scale nature of the structures in the Galaxy. The first two lines are real astronomical images, which go from the galactic disk itself and down to the planet-forming disks. The last two lines are generated from numerical simulations and aim to understand and interpret the observations. [adapted from Facchini et al. 2025, Göller et al. 2025, Hennebelle et al. 2022, Lebreuilly et al. 2024, Molinari et al. 2016, 2025, Reissl et al. 2016]](https://www.openaccessgovernment.org/wp-content/uploads/2025/08/figure.png)
