World Education Day is a timely reminder that education doesn’t stop at the school gate or the university campus. It is a lifelong pursuit, shaping how we think, adapt and engage with the world, long after formal study ends.
In our work across PR, engagement and communication, particularly with education and sector stakeholders, we see this every day. From behaviour change campaigns to safety education and community programs, the most effective initiatives are those that respect people as learners at every stage of life.
For more than two decades, we’ve supported long-running education programs such as Electricity Safety Week in NSW and Queensland, delivered on behalf of energy networks including Ausgrid, Endeavour Energy, Essential Energy and Energy Queensland. These programs succeed not because they simply “inform”, but because they meet audiences where they are, to build understanding, awareness and safer behaviours over time.
Late last year, I had the opportunity to attend Engaging Minds in IT at the University of Queensland, two days of hands-on professional development exploring practical AI, creative STEM teaching and real-world classroom applications (please enjoy the image gallery below!). From dancing algorithms and drones to human-centred AI and data storytelling, the program showcased just how quickly learning environments are evolving.
What stood out most, however, was not the technology itself, but the consistent message from educators and researchers: while AI technologies absolutely have an exciting place in education, it doesn’t always improve learning.
As discussed during a thought-provoking panel with Dr Jennifer Leigh Campbell, Dr Peter Ellerton, Dr Hassan Khosravi and UQ student Ellie Feng, curiosity, critical thinking and collaboration remain essential, be it in the classrooms, workplaces or communities.
In an age of AI-generated content and automation, the real risk is not the technology itself but metacognitive laziness, allowing machines to do the thinking we are meant to learn how to do.
The teachers I met and worked with at the workshop were some of the most passionate educators I’ve come across, acutely aware of this challenge and actively working to strengthen our children’s capacity to think, question and reason, fostering the critical thinking skills that allow learners of all ages to interrogate information, understand context and make informed decisions.
This is just as relevant in corporate and community settings as it is in education. Behaviour change programs, safety initiatives and stakeholder engagement campaigns all rely on audiences being able to interpret information, assess risk and act thoughtfully. Technology can support learning, but it cannot replace the human skills that underpin it.
On World Education Day (celebrated 24 January each year), it’s worth reflecting on how organisations approach education, not as a one-off campaign or compliance exercise, but as an ongoing investment in people.
For organisations working in education, infrastructure, health, energy or community services, well-designed education programs can:
- Build trust with stakeholders
- Support safer, more informed behaviours
- Strengthen long-term outcomes for communities
If you’re considering how education, engagement or behaviour change programs could support your objectives, now is the time to think long-term and learner-first.
Let us help you translate insights into impact, designing programs and communication that inspires learning, engagement and meaningful outcomes.
Mary-Anne Boustany, Account Director, Primary Communication
