Canterbury Christ Church University | United Kingdom
Sam Clarke is a dynamic and forward-thinking educator with over eight years of experience as a class teacher across Key Stages 1 and 2, and a key contributor to senior leadership teams. With a career rooted in both classroom practice and strategic educational leadership, Sam has transitioned seamlessly into higher education as a Lecturer of Primary Education at Canterbury Christ Church University. His expertise spans teaching, mentoring, research, and academic innovation, particularly in the realm of artificial intelligence (AI) in education. A passionate advocate for equity and ethical innovation, Sam combines classroom experience with pioneering research, curriculum design, and community outreach. His professional philosophy echoes Nelson Mandela’s powerful belief that “Education is the most powerful weapon to change the world.”
Professional profile👤
ORCID
Strengths for the Awards✨
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Innovative Research in AI and Education
Sam Clarke’s work sits at the intersection of two rapidly evolving fields: education and artificial intelligence. His research addresses critical questions about GenAI’s impact on pedagogy, curriculum design, and interdisciplinary learning. His publication “Education in the Age of GenAI” and his co-edited journal BQIL demonstrate a commitment to pioneering research.
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Leadership in Academic Initiatives
Sam is not just a participant but a leader in several academic and professional settings. As Founding Co-Editor of BQIL, Peer Reviewer for research funding, and Lecturer at CCCU, he has shown initiative and scholarly leadership.
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Policy-Relevant Contributions
His guest lectures at UCL, Cambridge, and the Association of Citizenship Teaching suggest his work resonates beyond academia. He connects research to practice, influencing national discourse on AI in education.
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Community Engagement and Equity
Through outreach in underprivileged schools and staff CPD on AI literacy, Sam applies his research to reduce educational inequities, making a tangible social impact.
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Collaborative and Interdisciplinary Work
Clarke’s collaboration with prestigious institutions like the University of Oxford and his emphasis on interdisciplinary knowledge building demonstrate a wide-ranging and cooperative research ethos.
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Strong Publication Record with Open Access & Accessibility
His commitment to knowledge dissemination is evident in his open-access publications and engagement in practitioner journals, ensuring that research reaches a diverse audience.
🎓 Education
Sam’s educational journey reflects a consistent trajectory of academic excellence and professional growth. He holds a Bachelor of Arts in Education Studies and Geography (First Class, 2014), a Postgraduate Certificate in Education with QTS (Distinction, 2015), and a Master of Arts in Education (Merit, 2024)—all from Canterbury Christ Church University. Most recently, he achieved a University Certificate of Advanced Practice (Distinction, 2025), further cementing his commitment to lifelong learning and pedagogical excellence.
👨🏫 Experience
Sam began his teaching career in 2015, serving in various roles including KS1 and KS2 Teacher, Mathematics Lead, and Computing Lead. His leadership capabilities emerged early, culminating in a place on the Senior Leadership Team at Sussex Road Primary School, where he managed appraisals, led curriculum initiatives, and coached newly qualified teachers. From 2017 to 2019, Sam also contributed as a School Improvement Facilitator for the Education Development Trust. Transitioning into higher education in 2024, he now lectures at Canterbury Christ Church University, shaping future educators with research-informed teaching and innovation-driven curriculum design.
Sam’s primary research interests lie in the ethical and educational implications of Generative AI within primary and higher education settings. He is especially passionate about exploring how AI can foster interdisciplinary learning, democratize access to education, and promote epistemic insight. His involvement with the Professoriate Group on AI and as a board member of the AI Ethics Committee at UCL underscores his commitment to ethical innovation. Sam also co-founded the academic journal Big Questions and Interdisciplinary Learning, promoting complex thinking and boundary-crossing knowledge creation.
🏆 Awards
Sam has not only received academic distinctions across all his university qualifications, but has also been repeatedly entrusted with leadership and mentoring roles that reflect his excellence. His invitation to prestigious conferences and involvement in ethics committees, editorial boards, and university strategic roles stands as a testament to the recognition of his thought leadership within the educational community.
📄 Publications
Sam Clarke has authored and co-authored several impactful publications exploring the intersections of education and AI:
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Clarke, S. and Billingsley, B. (2024). Education in the Age of GenAI. Cambridge Generative AI in Education Conference Booklet of Abstracts.
Published in 2024 | Cited by 3 articles
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Clarke, S. (2024). A General Election and My Classroom in the Age of AI. Teaching Citizenship, Issue 59, pp. 8–9.
Published in 2024 | Cited by 1 article
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Clarke, S., Billingsley, B., & Heath, L. (Eds.) (2024). Big Questions and Interdisciplinary Learning. Zenodo.
Published in 2024 | Cited by 2 articles
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Clarke, S., Billingsley, B. and O’Leary, S. (2024). Using Generative Artificial Intelligence to Catalyse Further Interdisciplinarity Across Higher Education. Graduate College Working Papers, CCCU. Read paper
Published in 2024 | Cited by 4 articles
✅ Conclusion
Sam Clarke embodies the ideal fusion of practitioner expertise and academic innovation. His contributions to AI in education—through teaching, research, publication, and community outreach—are both timely and transformative. With a consistent record of academic achievement, leadership, and ethical vision, Sam is poised to continue shaping the future of education at the intersection of pedagogy and technology. His work reflects a profound dedication to empowering educators and learners alike in a rapidly evolving digital world. 🌟
