Cambridge experts: Dialogue and judgment key skills for students in AI era

The International Symposium on Children's Philosophy and Oral Language Development was held from Sept 20 to 21 in Liangjiang New Area. Experts from the University of Cambridge, Beijing Normal University and other renowned institutions discussed the skills students need in the AI era.

The International Symposium on Children's Philosophy and Oral Language Development is held by the St Lakeshore Kindergarten. [Photo by St Lakeshore]

Neil Phillipson from Oracy Cambridge emphasized that the ability to engage in constructive dialogue is an essential skill for students. 

He said dialogue allows people with different perspectives to communicate, find common ground and build mutual understanding — skills that are increasingly important in a polarized world.

According to Phillipson, effective dialogue involves much more than speaking well. It requires people to listen to different perspectives, communicate their own ideas clearly and work with others to solve problems, reach agreement and contribute to their communities.

Phillipson elaborated on the pivotal role of dialogue in education. He noted that dialogue builds a bridge between teachers and students and allows for diverse perspectives to be expressed within the classroom, ensuring that every student’s voice is valued.

He believes that genuine classroom dialogue is built on mutual respect and curiosity. Schools and classrooms should foster an atmosphere that encourages free expression, interactive questioning, and the expression of viewpoints.

Ying Ji, a research by-fellow at Hughes Hall, University of Cambridge, said he believed that independent judgment will become an essential skill for students.

Amid rapid technological shifts, education must guide children to distinguish independent insights from tasks best left to AI, as well as to verify information, determine its value, and spot questions worth pursuing. Exercising this independent judgment depends on the cultivation of transferable skills, Ji shared.

These transferable skills include effective communication, collaboration, critical thinking, problem-solving, and creativity. Ji proposed the "Think-Talk Toolbox" as a key framework, leveraging dialogue and inquiry to foster students' cross-disciplinary capabilities.

Ji illustrated the framework with a classroom example using 12 dialogue skills, including expressing ideas, synthesising information, summarising and reflecting, to develop critical thinking. In a discussion on why the dodo became extinct, students examined evidence on hunting, invasive species and other factors, questioned different explanations and drew their own conclusions.

This approach translates cognitive processes into visible, traceable, and teachable learning behaviors, guiding students to think through dialogue and master critical thinking. Ji said teachers need to strengthen their own skills in facilitating dialogue and tailor their support to help students develop critical thinking and other transferable skills.