LOGOS
LOGOS:
Securing a human epistemic future
LOGOS is a research-to-impact initiative at the Centre for Research in the Arts, Social Sciences, and Humanities (CRASSH) at the University of Cambridge.
Our People
Founder & Principle Investigator
Professor Ann Kristin Glenster
Affiliate
Dr Eirliani Abdul Rahman
Affiliate
Carla Aerts
Professor Ann Kristin Glenster is the founder of LOGOS at the University of Cambridge. She is also Executive Director of the Glenlead Centre, a consortium of independent researchers who aim to bridge the gap between high-quality research and policy. She is former Co/Deputy Director of the Minderoo Centre for Technology and Democracy, and former Strategic Legal Consultant to the International Panel on the Information Environment (IPIE). Ann Kristin was a Technology and Human Rights Fellow (2024-2025) at the Carr-Ryan Center for Human Rights at the Harvard Kennedy School for Government. She is an affiliate of the Centre for Intellectual Property and Information Law (CIPIL) at the University of Cambridge since 2014. A respected legal scholar, Ann Kristin leads on data protection, privacy, cybersecurity, intellectual property, and data and AI regulation and governance. She holds a PhD in Law from the University of Cambridge and conducted doctoral research at the Harvard Law School. She has taught at London School of Economics, Brown University, Harvard University, University of Oxford, and University of Cambridge. Her scholarly publications have been cited by the Advocate General in the Court of Justice of the European Union (CJEU). She also regularly advises on policy and has authored more than twenty-five policy publications on topics ranging from AI and copyright to deceptive design. Professor Glenster has contributed expertise to the European Commission; European Parliament; UK legislators, government departments and regulators; US Trade Federal Commission (FTC); US Consumer Financial Protection Bureau (CFPB); and several UN organisations. In May 2023 she led a transatlantic workshop on the regulation of deceptive design at the Nobel Prize Summit in Washington D.C. She has been a judge of the Monroe E Price Media Law Moot Competition at the Bonavero Institute of Human Rights at the University of Oxford. A sought-after keynote speaker, Ann Kristin has presented at numerous events, including the Athens Democracy Forum, sponsored by the New York Times. Her research has been featured and informed stories in the Financial Times, The Guardian, Politico, The Sunday Times, The Times, BBC, and Reuters. Her current research focuses on epistemic rights and the regulation of neurotechnologies, legal innovation in relation to AI and the creative industries, and the use of AI in education and research.
Eirliani is a sole principal investigator of a research project, developing an AI tool against child trafficking at the University of Mannheim, having been awarded a 1.8 million Euros in grant from the Baden-Württemberg Foundation, owned by a state government of Germany. She is also a Research Affiliate at the University of Cambridge’s Minderoo Centre for Technology and Democracy and holds a doctorate in public health from Harvard University. A Fellow of the Royal Society for Arts, Eirliani is a member of Chatham House and was a former New America Open Technology Institute Fellow. She was a Prajna Leadership and Julio Frenk DrPH Fellow at Harvard and won the inaugural doctoral fellowship from the University of Konstanz’s Centre for Human | Data | Society in 2023. Since its inception in 2016, she was a founding member of Twitter’s Trust and Safety Council as an expert on child online safety. In December 2022, Eirliani made global headlines following her resignation from the council, speaking out against the meteoric rise in hate speech after Elon Musk’s purchase of the platform. Her work has been profiled by inter alia, the BBC, CBC, NPR, Slate, Harvard Public Health, the Sunday Times, and Business Insider. Her opinion pieces have been published by inter alia New America, Newsweek, Harvard Public Health, Chatham House and the German Council on Foreign Relations (DGAP).
A leading international inter-disciplinarian at the intersection of education, innovation and emerging technologies, Carla is reshaping how we think about learning and education futures. She was Director of Futures at UCL's Institute of Education and Global Digital Director at Cambridge University Press before being asked to set up and lead on the formation of the Tmrw Institute, an interdisciplinary EdTech think tank. She brought together stakeholders—from startups, leading universities, and education to international policymakers, politicians, educators and learners. Carla was a member of Cambridge University Hughes Hall's Digital Education Futures Initiative (DEFI), an initiative she was involved in right from its early beginnings and to which she is still closely connected as an advisor. She has also worked with over EdTech 100 startups worldwide. Carla challenges conventional thinking about AI in learning. Her recent paper, "Challenging Hyper-personalization: Towards (Re-)Socializing learning in Human-to-Human-to-Machine Dialogue," features in UNESCO's Digital Learning Week publication on AI's educational disruptions. She has also written on the WEIRD-ness of AI, how it leads to under-representation of minorities and native people and their cultures and suffers from Western male white bias. Carla is currently focusing heavily on the relationship Care, Compassion and Dialogic (Pedagogies) for the underpinning of a vision for education for the future. Carla is also a Learning Scientist and works with Science of Learning Researchers and communities. She sits at the intersection of innovation, research, use and development of AI and technologies for learning and education. She is currently engaged in teaching and coaching programmes of the use of AI for teachers and lectures in Kuwait working as an expert with the Cambridge Partnership for Education, with whom she is also working on a joint programme on AI for policy makers in partnership with UNICEF and GPE. A sought-after speaker, consultant, and mentor, Carla works with universities, schools, policy makers, consultancies, foundations, NGOs, and startups navigating seismic shifts in learning and education needs. She's particularly fascinated by AI’s impact on education, introducing new forms of intelligence into human experience and what that means for humanity’s future.
Affiliate
Peter Bannister
Peter Bannister is a PhD candidate in Education Sciences at Universidad Internacional de La Rioja and a 2025 British Journal of Educational Technology Fellow. His work examines how digital technologies reshape knowledge practices in higher education, with particular attention to the epistemic and democratic consequences for multilingual and marginalised communities. Peter’s research moves from the specific conditions of AI-mediated assessment in English Medium Instruction towards broader questions about machine epistemology, epistemic justice, and whose ways of knowing automated systems legitimate or foreclose. His forthcoming CUP monograph challenges traditional expertise hierarchies by recognising those who experience epistemic injustice as legitimate knowers within educational expert consensus research. He has held visiting research fellowships at the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University and International Education and Lifelong Learning Institute at the University of St Andrews. His current work focuses on the political and philosophical dimensions of AI governance to examine how automated systems encode and enforce epistemic authority at societal scale.
Affiliate
Dr Vaughan Connolly
Dr Vaughan Connolly (Cantab) holds a PhD and MPhil (Distinction) from the University of Cambridge. His research investigates school leadership, workload, teacher retention and student performance. In this work he has utilised econometric and machine learning methods. Vaughan is originally qualified in mathematics and physics, and is a trained teacher of computer science. With over twenty years of leadership experience, Vaughan has worked as head of eLearning and Director of IT and Digital Development. Most recently, he worked with UNESCO helping draft the first UNESCO Global Report on Teachers. He has also advised on a UNICEF investigation of COVID-related learning loss in Kazakhstan, part of which examined the use of technology during periods of remote learning. Vaughan takes a keen interest in regulatory issues affecting the use of emerging technologies in education. Vaughan's work has been published by the London Review of Education, the Buckingham Journal of Education, and Routledge. His research has been referenced by several mainstream outlets, including The Telegraph and The Guardian.
Affiliate
Megan Ennion
Megan Ennion (Cantab) is Research Associate at Glenlead Centre, where she contributes to research and strategy at the intersection of education, technology, and policy. She is also a PhD researcher at the University of Cambridge, investigating the psychological and behavioural impacts of Generative AI. Megan is the founder and lead of the AI & Education Community, a collective initiative of staff and students at the University of Cambridge who are interested in or working on AI in education. In addition to her doctoral research, Megan leads several studies conducted through the University of Cambridge, exploring how students and teaching staff in England use AI and perceive its role in education. She also works as a research assistant at the Digital Education Futures Initiative (DEFI), Hughes Hall, contributing to a project examining global university policies on AI. She holds a Bachelor of Laws (LLB) from the University of Exeter, as well as a PGCE and a Master’s in Education from the University of Sussex, bringing an interdisciplinary and practice-informed perspective to her work.
Affiliate
Julia-Silvana Hofstetter
Julia-Silvana Hofstetter is a political scientist with a specialization in Conflict and Security Studies and several years of experience in academia, diplomacy, executive education, the media industry and policy consultancy. Her areas of expertise include innovation in peacebuilding and mediation, digital peacebuilding, cyber diplomacy, the Women, Peace and Security agenda, gender and cybersecurity, digital disinformation and hate-speech, emerging technologies in armed conflict.
Affiliate
Heather Keleher
Heather Keleher spent the first chapter of her career supporting government and education institutions in their adoption of emerging technology at Microsoft and Cisco Systems. Today, as a Master of Public Policy candidate at Cambridge, she is researching the digital-human boundary of Artificial Intelligence in government services and how to develop policy that empowers a sustainable and human-centric future.
Affiliate
Dr Ricardo Lozano
Dr Ricardo Lozano is an Associate Professor of Educational Leadership at Texas A&M International University. He holds a PhD in Educational Administration and International Economic Development from Texas A&M University, a Master's degree in Curriculum Development and Instruction from Concordia University Texas, and a Bachelor's degree in Business Administration from Instituto Tecnológico y de Estudios Superiores de Monterrey. Ricardo also holds graduate level certifications in Public Education Administration by the State of Texas, in International Education from Texas A&M University, Advanced International Affairs from the Bush School of Government and Public Service at Texas A&M University, and Public Leadership from the Kennedy School of Government at Harvard University. With noteworthy international experience conducting research, teaching, and leading educational programs in Texas, Mexico and Turkey, Ricardo's research focuses on leadership development, within an adaptive leadership framework, via comparative methodologies. His research has been published in books and academic journals in the US, the UK, Turkey, Bulgaria, Latvia, and China; and showcased in academic conferences in North and South America, Europe, Asia, and Africa. Ricardo also serves in editorial boards for academic journals in the US, the Czech Republic, and Ethiopia. In the summer of 2025, Ricardo was appointed as a Fulbright Specialist to serve in Addis Ababa, Ethiopia. During this appointment, he served as an expert consultant fostering international understanding and collaboration by designing and implementing leadership development initiatives sponsored by the U.S. Department of State's Bureau of Educational and Cultural Affairs.
Affiliate
Affiliate
Mais Alnuaimi
Dr Ingunn Johanne Ness
Mais Alnuaimi is a PhD candidate in Education at the University of Cambridge. Her research focuses on adolescent moral development in culturally diverse contexts, examining how educational environments shape values, identity, and moral reasoning. Her work sits at the intersection of education, psychology, and philosophy, engaging with questions about the nature of knowledge, human development, and the kinds of capabilities education should cultivate in an age increasingly shaped by AI and technological change.
Dr Ingunn Johanne Ness is Senior Researcher and Theme Leader at the Centre for the Science of Learning & Technology (SLATE), University of Bergen, Norway, and Cluster Leader in Norway’s National AI Centre for the Empowerment of Human Learning (AI-LEARN), a large-scale national initiative with total funding of approximately NOK 400 million, including partner contributions. She holds a PhD in Education from the University of Bergen and was an acknowledged doctoral student at the University of Oxford, UK. Ingunn's research operates at the intersection of creativity, learning, and artificial intelligence, with a particular emphasis on human–AI collaboration, dialogic processes, and the development of future-oriented learning and innovation systems. She has established a distinct research profile through the development of widely recognized frameworks such as The Room of Opportunity and the STEPRE model, which bridge theory and practice across education, research, and industry contexts. Ingunn leads internationally oriented research and innovation projects in partnership with global industry actors, including Capgemini, and has maintained long-term collaboration with Equinor since 2010. Her work includes the design and implementation of AI-supported facilitation tools, such as Inez – the creative team facilitator, deployed across multiple countries to support collaborative knowledge development and innovation processes. Ingunn contributes to shaping international research and policy agendas on the future of education and technology, including as a member of a technological expert group in the OECD project Future of Education and Skills 2030/2040, which develops frameworks for the knowledge, skills, attitudes, and values needed in the 21st century. She also teaches and supervises at Master’s and PhD levels and leads executive education initiatives focused on innovation, sustainability, and the responsible use of AI. Ingunn collaborates closely with the Digital Education Futures Initiative (DEFI) at the University of Cambridge, where she has held a research stay, contributing to ongoing interdisciplinary dialogue on AI and the future of education. She is internationally recognized for her contributions and is a Senior Member of the International Society for the Study of Creativity and Innovation (ISSCI) and a Board Member of the Possibility Studies Network (PSN). Her editorial work includes senior roles in major publications, such as Senior Editor for the Palgrave Encyclopedia of the Possible, and positions on the editorial boards of Learning and Individual Differences and Possibility Studies and Society. She has co-edited influential volumes and special issues on creativity, dialogic pedagogy, and technology-enhanced learning.
Affiliate
Renate Samson
Renate Samson is a policy and advocacy specialist. Her work has been at the cutting edge of national debates on digital technologies, data and AI for the past 15 years. As Chief Executive of a civil liberties organisation, she led national advocacy campaigns and a landmark case at the European Court of Human Rights on surveillance law, misuse of personal data and online privacy. Her campaign on the use of facial recognition and biometric surveillance brought the topic into mainstream political debate. She successfully shaped policy relating to scams and fraud into the Online Safety Act for Which?, and has developed research and advocacy relating to open, trustworthy and ethical data use and explored societal understanding of data rights. At the Ada Lovelace Institute she focused on foundational model AI’s impact on social care, the justice sector, and education. Her 2025 paper A Learning Curve? A landscape review of AI in Education led to a major programme of work exploring the impact of AI on education. While her work exploring how AI and digital technologies affect young people’s journeys to adulthood applied participatory and peer research to explore online harms, mental health and the impact of AI on transitions from education to work. Renate has written for national and international newspapers, magazines and journals and can be heard on radio, TV and podcasts. Prior to immersing herself in policy Renate made award winning documentaries for the BBC and other international broadcasters.
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Dr Hilla Tal
Dr Katarina Foss-Solbrekk
Dr Hilla Tal specialises in bridging the gap between research and policy by translating complex insights into practical solutions and identifying policy challenges. She has more than a decade of experience working in government, academia, non-profit, and the private sector, where she developed expertise in evidence-informed policy development and implementation. Her work in developing knowledge mobilisation frameworks fosters productive, research-informed dialogues among policymakers, translating research findings into evidence-based policy decisions. She designs strategic learning processes that ensure existing knowledge effectively influences policy development and implementation. Hilla holds a PhD in Education, with a focus on educational entrepreneurship and organizational change. She is currently interested in understanding and conceptualizing policymaking in the age of AI.
Dr Katarina Foss-Solbrekk specialises in all areas of intellectual property law and data protection law. She joined Schjødt in 2023 and is currently finalising her DPhil (PhD) in law at the University of Oxford. Her research focuses on patent law and pharmaceuticals. Her DPhil is funded by the Social Sciences Graduate Studentship from St Hilda’s College and a Schjødt stipend. Katarina has an LLB (Hons) from the University of Edinburgh, where she wrote her dissertation on public international law. Katarina has an LLM in European Intellectual Property Law from the University of Stockholm. At Stockholm University, she was the graduate speaker of her class and co-founded the Stockholm Intellectual Property Law Review. Katarina also has an Advanced LLM in Law and Digital Technologies from Leiden University. She was the valedictorian of her class and her thesis on algorithmic disclosures was awarded the highest grade in the history of the Law and Digital Technologies Adv LLM course at Leiden University. At Oxford University, Katarina has taught undergraduate and postgraduate courses on IP law, co-convened the IP discussion group, and worked as a research assistant on projects relating to genetic testing, public and human rights law. She was a research officer on the 2020-2021 executive committee for Oxford Pro Bono Publico, judged and clerked for the Oxford International Intellectual Property Moot and was the St Hilda’s Middle Common President in 2020-2021. Katarina has published articles in leading IP/tech journals, presented her work in several forums at the University of Oxford and at the EPIP Conference, and contributed to the Research Handbook on EU Data Protection Law. From 2022-2023, Katarina has worked for the Infectious Diseases Data Observatory at the Nuffield Department of Medicine, focusing on data protection law and sharing clinical trial data. She has previously interned at Equinor and Gatejuristen in Stavanger.
Affiliate
Dr Lorna Waddington
Dr Lorna Waddington is an Associate Professor of International History and Academic Integrity Lead at the University of Leeds. Lorna’s work investigates the ethical and governance implications of generative AI, with a focus on academic integrity and academic freedom. Her research on the limitations of AI-detection tools and her recent co-authored study comparing Western and African ethical traditions advance more pluralistic and globally grounded models of digital responsibility. She shares her findings with international bodies, including UNESCO, UNITAR, and ENAI, and has presented at major forums such as EuroSoTL. Lorna also contributes public-facing commentary to The Guardian and Times Higher Education, and has delivered invited keynotes and talks including Wonkhe’s EduEspresso. As founder of the “Humanity in the Loop” network, she collaborates with educators and policymakers to promote responsible, human-centred AI practices. Her current work examines how GenAI reshapes conditions for free inquiry—particularly in sensitive fields such as genocide studies—and supports governance strategies that strengthen democratic and academic resilience.
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Zelda Yanovich
Bethany Shiner
Zelda Malak Yanovich is Co-Founder of Fam Studios; Expert Commissioner for the Raising the Nation Play Commission; Advisor for Brookings Global Task Force in AI for the early years and Advisory Board member for University of Oxford's “Generation AI: Advanced AI systems and their impact on human development” with Reuben College's Global Challenges Programme. She also sits on the Advisory Board of Power of Zero with leading scholars and global experts on AI in the Early Years. With Fam Studio, Zelda leads deep work on relational design, futures thinking and collective agency with partners including the Abu Dhabi Early Childhood Authority; Stanford University; The University of Oxford and The LEGO Group as well as with a range of global innovators. Prior to Fam Studios, Zelda led the Playful Parenting Initiative at LEGO Foundation; managed the global partnership with UNICEF and was both Chair and Strategy Lead for the Real Play Coalition co-authoring reports and delivering inter-generational play solutions with communities in Royal Oak, UK, Cape Town, South Africa and Mumbai, India with the support of local authorities, UNICEF, ARUP, National Geographic Partners, IKEA and LEGO Foundation. Zelda's background has always been focused on finding equitable and inclusive approaches to ensure children and their caregivers flourish, building on early career work on equity and inclusion within the United Nations.
Bethany Shiner is a Senior Lecturer in the School of Law at Middlesex University London where she has worked since 2015. She is completing her PhD at the Faculty of Law, University of Oxford, where she is writing her thesis on the right to freedom of thought under Article 9 of the European Convention on Human Rights. Bethany is the co-editor of the Cambridge Handbook on The Right to Freedom of Thought (Cambridge University Press, 2025).
Advisory Board
Maggie Gates
Professor Barbara Wasson
Carr-Ryan Centre for Human Rights, Harvard Kennedy School for Government
SLATE, University of Bergen
Maggie Gates has been the Executive Director for the Carr-Ryan Center for Human Rights at Harvard Kennedy School since 2023. Before joining the Carr-Ryan Center, Maggie was the Assistant Director of Communications & Development at the Edmond & Lily Safra Center for Ethics, and served as the Co-Chair of the Executive Committee for Harvard University’s Committee on the Concerns of Women. In the past, Maggie was project manager for the Justice, Health, and Democracy Project on public health paradigms for drug control and criminal justice reform; research manager for the Tensions of Force project on police training reform; and Managing Editor of Transforming Anthropology, the flagship journal of the Association of Black Anthropologists. She holds a BA in Sociology from Wesleyan University and spent a few years pursuing and then abandoning an ill-fitting PhD in American Studies from Harvard. In her spare time, Maggie enjoys cooking, traveling, watching ghost hunting shows, and making art with her daughter. She is a member of the Board of Directors of the Mosesian Center for the Arts, and a founding member of The Living Temple, a sacred feminine ceremonial temple led by Priestess Sarah Jenks.
Barbara Wasson is the Director of the Centre for The Science of Learning and Technology (SLATE) at the University of Bergen, where she is a full Professor in the Department of Information Science & Media Studies. She has been involved in research on Technology Enhanced Learning since 1983 and has over 150 publications in the field. At SLATE she currently is involved in several projects using machine learning and learning analytics and other modelling aspects of AI. Barbara was one of the founders of Kaleidoscope, a European Network of Excellence on Technology Enhanced Learning, a European Network of Excellence in Technology Enhanced Learning and she is often used as an expert evaluator by the European Commission. Her current research interests include collaborative learning in distributed settings, mobile learning, interaction design, computer support for collaborative learning (CSCL), mobile learning, learning games, intelligent tutoring systems, e-assessment, teacher inquiry, learning analytics, and pedagogical agents.
Professor Rupert Wegerif
Faculty of Education, University of Cambridge
Rupert Wegerif is Professor of Education in the Faculty of Education at the University of Cambridge and the founder and academic director of the Digital Education Futures Initiative at Hughes Hall, Cambridge. He is the author of several influential books and articles in the area of educational theory, educational psychology and education with technology. His recent talks, articles and books offer a theoretical foundation for the design of dialogic education with AI and with technology more generally.
