It’s 2035, and “Classical Corridors” schools resisted the full embrace of the technological revolution, choosing instead to preserve traditional educational methods. These schools prioritise face-to-face teaching and traditional academic rigour, with minimal reliance on AI or digital tools. The focus is on maintaining established practices where human interaction and deep learning are central. Many pupils like school
“I like how books are used as the main learning tool because it is more authentic and is written by someone’s own personal knowledge on the subject”.
Students follow a structured, traditional timetable, moving from classroom to classroom with traditional ipads and notebooks. Technology is mostly used for administrative tasks, with limited integration into teaching. Mr. Cook, an English teacher, summed up the approach: “Technology in my class is just a guest, it does not live here. What’s next? AI sets an assignment, it is written by AI instead of a pupil, and then marked by AI? Where’s the learning in that?”
Students appreciate the depth of learning from direct teacher-student interaction, though some feel it lacks relevance. “I like how books are the main learning tool because it’s more authentic,” one student said, “but sometimes I worry we’re not learning the skills we’ll need for the future.”
Teachers in these schools are viewed as the custodians of knowledge. They guide students through complex subjects using traditional methods, emphasising critical thinking and analytical skills. The role of AI is limited to supporting these methods, ensuring the teacher remains the primary source of knowledge. “We’re here to teach students how to think, not just how to use tools,” Mr. Cook explained. However, some students express concern about falling behind in technological skills. “It feels like we’re being left behind. Other schools are using AI and VR to learn, but here we’re just reading from books,” noted a student.
While many students value the authenticity and depth of their education, others worry that the lack of technological integration could leave them unprepared for the future. “I’m frustrated that we’re not learning the skills we’ll need in the real world” one student admitted. Another commented, “At home, I can play with AI and learn a lot, but at school, it feels like we’re stuck in the past.” Despite these concerns, many pupils feel settled in the structured, well tested environment and that is comforting to some, offering stability in a rapidly changing world. As one pupil pointed out “there is no fake work or fake knowledge for us and education would be boring if AI did it all for you, it feels realistic. it also feels more fun than just having an intelligent robot doing things for us.”
Today in 2035, the Scottish Government and local education authorities continue to support traditional educational values, keeping schools as fixed places of learning within a static three-term model. Little has changed in curriculum design since 2024. Pedagogy remains grounded in foundational academic subjects, taught through teacher-centred methodologies, and assessed through formal exams. Schools reflect this commitment to tradition, with classrooms designed for direct instruction and minimal technological innovation. As one pupil said “I like school because you learn more when you have to use your brain and read and write, do tests and work harder to get things. You’re not just typing your question and getting the answer straight away”.
Professional development for teachers focuses on enhancing traditional pedagogical skills and deepening subject expertise. Teachers are encouraged to maintain a disciplined, focused learning environment, preparing students for higher education through structured learning. However, this approach has its critics. “Our education system is conservative and lacks agility. We’re at risk of becoming a place where people don’t want to be” commented an educator. The curriculum stresses critical thinking, ethics, and communication skills, taught through debates, essays, and group projects, with digital tools playing only a minor role.
Despite the benefits of a traditional education, there are significant challenges. The exams-based assessment system remains unchanged, and there is growing concern that some students use AI to cheat, with no effective way to verify it. “AI is just like a calculator for words,” one teacher remarked, highlighting the struggle to integrate technology meaningfully. The lack of technological skills among students is becoming a concern, especially as the job market increasingly values AI literacy. “I worry that we’re not preparing students for the future,” a teacher noted.
Ethical training still emphasises traditional teaching values, but the reality is that those with access to advanced AI outside of school have an advantage, widening the equity gap. “The UN Rights of the Child are tokenistically discussed, but they make little difference,” observed a teacher, reflecting on the limited impact of these ethical discussions. Children and young people often feel they have little say in their education, with emotional well-being taking a backseat to exam performance.
There is concern that Scottish education is no longer a world-leading system that other nations once regarded positively, it has fallen behind other countries, and young people in Scotland are now put at a disadvantage in what has become an increasingly global market.