Mobile phones, memory, AI and behaviour: what research tells us about learning in schools

In this episode, we’re joined by Bradley Busch, co-founder of InnerDrive and a leading voice on the science of learning, memory and evidence-informed practice in education.

Bradley draws on his background in elite sport and educational psychology to unpack why so much of what feels like good learning often isn’t, and how understanding memory, cognitive load and thinking can radically improve classroom practice. He also explores some of the biggest and most contested issues facing schools right now, including mobile phones, AI, behaviour and assessment, through a research-informed lens.

We explore:

• Why memory is the residue of thought, and what this means for teaching and learning
  
  
• Common misconceptions around revision, studying and “effective” learning strategies
  
  
• What the evidence says about banning mobile phones in schools
  
  
• How AI can support performance, but undermine learning if it replaces thinking
  
  
• Behaviour, expectations and what research suggests really improves classroom culture
  
  
• Homework, assessment and fairness in an age of AI-generated work

This is a thoughtful, evidence-rich conversation for trust and school leaders who want to cut through noise and want to make more confident, evidence-informed decisions about teaching and learning.

LINKS

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All views expressed in this episode are the guest’s own. Any mention of commercial providers, resources or products is on the guest’s recommendation and should not be considered an endorsement by The Key.