A comprehensive AI training programme for teachers & students built on science, delivered with joy.
Evidence-Based Education Solutions is a professional development organisation based in Tallinn, Estonia. Every single thing we do is backed by science and now we're bringing that rigour to AI education for the 21st century.
All our PD design is grounded in peer-reviewed research we don't just say "evidence-based", we share the evidence with participants explicitly.
Sessions spread across months with reflection periods built in because one-day workshops don't change anything. Real change takes time and follow-through.
Educators learn best together. We design for it pair tasks, group projects, and monthly check-ins that build genuine professional communities.
Years of experience across IB curricula, education policy, curriculum development, research, and classroom teaching from real educators, for real educators.
A seasoned educator with a Master's in Educational Innovation and Leadership, Wasma has taught in international schools since 2016, served as a curriculum specialist, and consulted for government in Pakistan. She currently teaches Business Management and Theory of Knowledge in the IB Diploma Programme in Tallinn.
As an assistant IB examiner and experienced trainer, Wasma leads curriculum design and trainer development for the AI For Schools programme bringing her trademark blend of warmth, rigour, and practical wisdom.
AI For Schools is structured around two parallel, purpose-built tracks one for students, one for teachers. Both grounded in the same evidence-informed EBES approach, but tailored to where each group is starting from and where they need to go.
Four modules that take students from curious beginner to confident AI builder understanding the tools, building agents, and designing real AI solutions to real problems.
Students build a rock-solid foundation in what AI actually is, how it thinks, and what that means for their world the good, the complicated, and everything in between.
Hands on, no spectators. Students get to actually use the tools that professionals are using and learn to use them well, responsibly, and creatively.
The flagship module. Students don't just learn about AI they build one. A real, working AI agent designed around a use case they choose themselves. Project-based, student-led, genuinely impressive.
The most ambitious student module. Working in teams, students tackle a real problem from their school or community, decide which AI capabilities to deploy, and build an end-to-end AI solution from diagnosis to deployment. This is project-based learning at its most meaningful.
Six modules designed around how teachers actually work planning, differentiating, staying current, using the best tools, and building real AI solutions to optimise their own working lives.
Before teachers can guide students through AI, they need solid grounding themselves. This module delivers exactly that with a pedagogical lens, not a techie one.
One of the most immediately useful things AI can do for teachers. Less time on paperwork, more time on people. This module makes that happen practically.
Every classroom has a spectrum of learners. AI can help teachers meet every single one of them without burning out trying to create 25 different versions of everything by hand.
Students ask "but why does this matter?" Teachers need an answer that's honest, current, and inspiring. This module gives them the full picture of where AI is right now and where it's going.
A hands-on, sleeves-rolled-up workshop where teachers actually sit down with the most powerful AI platforms available today. No theory just doing. By the end, every participant walks away with tools they'll genuinely use.
Teachers identify a real, recurring friction point in their professional work marking, communication, planning, reporting, parent updates and build an AI-powered solution to address it. This isn't hypothetical. Participants leave with something that actually works and saves them time.
All AI For Schools training topics are available in two distinct delivery formats choose what works best for your school's context, schedule, and goals.
Trainer-led, interactive sessions delivered in real time in school, at an external venue, or online. Includes structured follow-ups and peer collaboration. Available in three formats below.
Every training topic also available as a self-paced online course participants learn at their own time and speed, with full access to all materials. See pricing below.
The gold standard. Four training days spaced over four months, with virtual check-ins in between. Educators get time to reflect, experiment in their classrooms, and come back with real questions. This is how lasting change actually happens.
Want to dip a toe in before committing? A focused, 5-hour session on any single module from our curriculum. Great for introducing AI to your staff or sparking a school-wide conversation.
For schools who want to go all in. A 6-month action research journey where teachers investigate, design AI-integrated interventions in their own classrooms, and produce a full report with findings and recommendations.
Every topic in our AI For Schools programme is also available as a fully self-paced online course. Same content, same quality but participants learn on their own schedule, revisiting materials as many times as they need.
Self-paced courses are available to organisations with a minimum of 15 participants signing up together. Participants get full, flexible access to all course materials and can complete modules at their own pace.
We're not guessing at what makes PD effective. The research is clear, and we built our whole approach around it.
Action research is defined as "a systematic self-reflective scientific inquiry to improve practice" (McKernan, 2013). Kemmis et al. (2014) show that it helps practitioners understand the purpose, process, and context of their own teaching and that the planactobservereflectre-plan cycle creates real, sustained improvement. We don't just tell teachers what to do differently. We help them figure it out themselves, in their own context, with support at every step.
Most teacher training fails because it's a one-off event. Monet & Etkina (2008) found that teachers who built the skill of reflection showed the greatest gains in learning but that reflection itself has to be practiced and scaffolded. Our monthly sessions and check-ins are specifically designed to build that habit. And Sula et al. (2019) confirm: continuous PD stretched over time, with peer support, yields the greatest impact on teaching practice.
Most PD providers embed research implicitly. We make it visible. Participants see the studies behind our choices why sessions are spaced, why reflection matters, why peer collaboration is built in. This doesn't just make for better PD. It builds teachers' confidence in evidence-informed practice as a whole, which translates directly into their classrooms.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed). Routledge.
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer Singapore.
McKernan, J. (2013). Curriculum Action Research (0 ed.). Routledge.
Monet, J. A., & Etkina, E. (2008). Fostering Self-Reflection and Meaningful Learning. Journal of Science Teacher Education, 19(5), 455475.
Sula, G., Dutrevis, M., & Crahay, M. (2019). Effects of evidence-based professional development for preschool teachers in Albania. Early Years Journal of International Research and Development, 114.
All prices are per participant. Every format includes post-training follow-up so the learning doesn't stop when the session ends.
4 days + 4 virtual check-ins · spaced over 4 months
5 hours · single module · follow-up at 3 months
6+ months · monthly sessions · full research report
Every training topic for both students and teachers is available as a fully self-paced online course. Same content, your own schedule.