Staff Profile
Sam Clarke
Lecturer of Primary ITE
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I’m an educator and lecturer with over 10 years of experience in primary education and academic leadership. My career began as a class teacher in KS1 and KS2, where I also led mathematics and computing initiatives and served on the senior leadership team to drive whole-school improvement. In recent years, I’ve transitioned into higher education, teaching at Canterbury Christ Church University and now at York St John University, where I lecture in Primary ITE and explore the integration of AI in education.
My work combines practical classroom experience with research and thought leadership in educational technology and ethics. I’ve contributed to AI initiatives at CCCU as an Associate Member of the Professoriate Group on AI, co-founded the academic journal Big Questions and Interdisciplinary Learning, and published several papers on AI’s role in teaching and learning. I also serve on the AI Ethics Committee at UCL and collaborate with the University of Oxford’s Education & AI Research Group.
At the heart of my work is a passion for inspiring educators and students to use technology responsibly and creatively to enhance learning and equity in education.
- School – School of Education, Language and Psychology
- Email – s.clarke1@yorksj.ac.uk
- Postgraduate Research Supervisor
Further information
Teaching
My teaching activities span both undergraduate and postgraduate initial teacher education programmes, where I focus on developing confident, reflective, and research-informed practitioners. On the BA Primary Education (QTS) programme, I teach across several modules including Professional Studies 1, Core Curriculum Subjects 1 – Maths, Core Curriculum Subjects 2 – English, Contemporary Issues, and Learning Outside the Classroom. These modules allow me to support students in building a strong pedagogical foundation, deepening their understanding of core subjects, and exploring innovative and inclusive approaches to teaching and learning.
Within the PGCE programmes (both School-Centred and University-Centred routes), I teach The Developing Professional and Learning and Teaching in the Primary Curriculum. Through these modules, I work closely with trainee teachers to bridge theory and practice, helping them critically engage with educational research and apply it effectively in classroom settings.
Across all my teaching, I emphasise reflective practice, professional growth, and the ethical integration of technology – particularly AI – to enrich learning experiences. I aim to create an environment where trainee teachers feel supported to take risks, think creatively, and develop a strong sense of professional identity as educators.
Research
My PhD research focuses on the intersection of education, artificial intelligence, and interdisciplinary learning. I’m particularly interested in how generative AI is reshaping the landscape of teaching, learning, and child development, and how educators can use these technologies ethically and effectively. Much of my recent work explores the theoretical and practical implications of integrating AI into educational settings. I’ve co-authored and presented research on topics such as Education in the Age of GenAI and Intuitive Psychology in an AI Age, examining how AI influences the way children construct knowledge and how teachers can adapt pedagogy to this evolving context.
Currently, I’m developing research projects that explore AI literacy among teachers and students, both here in the UK and internationaly, aiming to build a framework that supports responsible AI use across primary and higher education. My overarching goal is to advance understanding of how AI can enhance, rather than replace, the human dimensions of education.
Publications
Clarke, S. (2025). Does the integration of AI-driven robotics into mathematics education serve as a form of reterritorialization of an eductaor's professional identify? Frontiers in Educational Practice and Research, 1(2), 105-119. https://www.nexus-press.com/journal/FEPR/article/2392
Clarke, S., Roux, R., Wang, H., & Laskova, K. (2025). Intuitive Psychology in an AI Age: The Evolving Landscape of Child Development in the Presence of Artificial Intelligence. Frontiers in Educational Practice and Research, 1(2), 90-104. https://www.nexus-press.com/journal/FEPR/article/2390
Clarke, S. (2025). Exploring the landscape of GenAI and education literature: A taxonomy of themes and sub-themes. British Educational Research Journal (BERJ) https://doi.org/10.1002/berj.4186
