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Buildings and Environment: places and settings How many places and settings will be needed in future, what building designs work best, and where, when, and how should they be provided (taking account of costs, wider community resources, needs, and sense of belonging)? Department for Education, 2025
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Buildings and Environment: environmental impact • What are the most effective education strategies for promoting behaviour change toward sustainable lifestyles among different demographic groups (considering the potential for ‘climate anxiety’)? Department for Education, 2025
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Buildings and Environment: environmental impact • How do the environmental risks posed by climate change (e.g. flooding and overheating) impact student outcomes, and how can settings adapt to limit the impact on education and pupil/student wellbeing? Department for Education, 2025
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Buildings and Environment: environmental impact What is the environmental impact of our estates, what works in reducing their impact (when, where and why) and which adaptations are needed for our future climate? Department for Education, 2025
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Buildings and Environment: healthy and resilient environment • What factors contribute to the air quality in and around schools and other educational and social care settings, and what can the education and social care sectors do to address air quality in and around those settings? Department for Education, 2025
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Buildings and Environment: healthy and resilient environment • What is effective in the management of our estates (especially the school estate), including outdoor spaces? What can be done to improve management of the estates and monitoring of their performance? Department for Education, 2025
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Buildings and Environment: healthy and resilient environment • How might we adapt existing buildings and their management to provide a healthier and more resilient learning environment? Department for Education, 2025
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Buildings and Environment: healthy and resilient environment • How can building design (including accessibility, boundaries, heating, ventilation, and outside spaces for play, sports, relaxation, and connection with nature) help our workforces, children and students achieve and thrive? Department for Education, 2025
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Buildings and Environment: healthy and resilient environment • What mitigations are needed in our buildings, and what mitigations are used, to minimise the spread of infectious diseases and contribute towards a healthy and resilient environment? Department for Education, 2025
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Buildings and Environment: healthy and resilient environment How can our estates (including school nurseries, schools and publicly provided children’s homes) provide a suitable, healthy, and resilient environment for learning and to deliver our Opportunity Mission and how can this be done in the most cost-efficient way? Department for Education, 2025
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Technology: harnessing benefits • What innovative approaches to data in education and children’s social care could increase staff capacity and reduce workload? Department for Education, 2025
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Technology: ensuring safety • What resources are required to ensure the safe and efficient handling of data in education and children’s social care? Department for Education, 2025
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Technology: ensuring safety • What models of management and professional development of frontline and back office roles support efficient and safe use of data and technology including AI? Department for Education, 2025
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Technology: ensuring safety • What are the best ways to ensure that AI and other digital technology are used safely, ethically, and in ways that protect the data and interests of children, our workforce, and bodies? What forms of collaborative working, regulation and enforcement may be appropriate? Department for Education, 2025
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Technology: ensuring safety What are the security risks associated with AI and other digital technology within the educational and children’s social care estates? What is best practice for cyber security in our institutions how can we scale this across the estate? Department for Education, 2025
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Technology: ensuring safety What approaches or innovations are needed to support the efficient and safe handling of data within education and children’s social care settings which leads to better life outcomes? Department for Education, 2025
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Technology: device ratios • How do device ratios impact students and teachers? What is the minimum effective ratio of devices to students? How does this vary according to student characteristics including age? Department for Education, 2025
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Technology: measurement How can the impact of digital technology be robustly measured, and implemented in a way that supports teachers and learners? • How can we adapt research methodologies to robustly measure the impact of technology in education, given its fast-moving nature? Department for Education, 2025
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Technology: harnessing benefits • How has the increased accessibility of generative AI influenced our sectors (including schools, colleges etc)? Department for Education, 2025
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Technology: harnessing benefits • How can artificial intelligence (AI) and other emerging technologies be implemented in our settings so that they do not widen existing inequalities or create new inequalities? Department for Education, 2025
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