On July 20, 2026, the Global GEG community gathered for a panel on preparing learners to navigate a rapidly shifting, tech-saturated landscape. Hosted by Allessandra Elisabeth dos Santos, an English teacher, educational researcher, and international speaker with a doctorate in education from the Federal University of Sergipe, the session featured guest speaker Juliana Valadares Saili, an author, teacher trainer, and ESOL lecturer with more than 30 years of classroom experience across Brazil and the United Kingdom.
Together, dos Santos and Saili reframed how educators view artificial intelligence and digital workflows. Rather than treating technology as a suite of static software clicks to be mastered, the discussion emphasized cultivating lasting cognitive flexibility, independent problem-solving, and critical thinking. For international audience members who speak Portuguese, note that the live session was recorded in Portuguese (Brazil)—if you speak the language, you can watch the full recording embedded at the end of this post. For non-Portuguese speakers, this recap serves as a comprehensive overview of the key insights and pedagogical takeaways shared during the event.
Shift From Tool Mastery to Systemic Agency
Teaching digital literacy requires moving beyond specific interface tutorials and toward fostering core learning habits. Software layout changes constantly, but foundational curiosity, adaptability, and autonomy allow students to thrive across any platform. Saili shared stories of ESOL and vocational students using generative AI as an accessible bridge to overcome learning barriers—from an 18-year-old student named Mohammed using structured prompts in Gemini to grasp complex mathematical concepts to adult learners using automated feedback to prepare for exams amidst family commitments.
"AI isn't the end. You're not practicing just for the sake of practicing, you're practicing to throw yourself into the world... We are social beings. We need each other to grow and flourish." — Juliana Valadares Saili
Cultivating a Classroom Culture of Exploration
When educators position themselves as co-learners alongside their students, classroom dynamics shift from passive consumption to active problem-solving. During a live demonstration of creating a custom instruction set (a Gem inside Google Gemini) for vocational English learners, an unexpected formatting response occurred. Rather than treating technical glitches or platform errors as failures, Saili and dos Santos urged teachers to frame them as crucial learning opportunities.
"When mistakes happen, it's a learning opportunity. It's wonderful. Because it's something that's live... We want to encourage the student to throw themselves into the world and connect." — Juliana Valadares Saili
"To judge that answer, I need to have the knowledge, I need to have the repertoire... I have a platform that will work collaboratively with me, expanding my creative process, but if I don't know what I'm studying, I can't even begin to guess." — Allessandra Elisabeth dos Santos
Asynchronous Collaboration and Ethical Autonomy
Preparing students for modern, distributed work environments requires intentionally modeling digital communication habits. Using tools like Google Docs, Google Classroom, and Gemini to share prompts, track revisions, and draft projects asynchronously teaches students how to articulate questions clearly and evaluate output critically. Drawing on critical pedagogy, dos Santos highlighted that asking questions—both to the machine and to oneself—is fundamental to autonomous learning.
"Knowing how to ask questions... It's not just about knowing how to ask the tool, it's about knowing how to ask yourself why I need to ask the tool now." — Juliana Valadares Saili
Practical Takeaways for Primary and Secondary Educators
- Implement the "Ask Three Before Me" Rule: Encourage students to consult peer collaborators or digital help modules to troubleshoot technical friction before turning to the teacher.
- Model Critical Questioning: Prompt students to evaluate AI-generated outputs for inaccuracies, bias, or logic gaps to reinforce that AI is a collaborative partner, not an infallible authority.
- Encourage Student-Designed Assistants: Teach learners how to write intentional system instructions or build custom Gems (such as study coaches or vocabulary guides) to take ownership of their own learning workflows.
- Treat Glitches as Teachable Moments: Frame software updates, unexpected outputs, or interface shifts as real-time opportunities to practice adaptive thinking and resilience.
- Focus on Asynchronous Clarity: Use collaborative spaces like Google Docs to teach students how to leave clear contextual notes, give peer feedback, and manage asynchronous projects independently.
What's Next?
- Explore the AI Literacy Hub: Keep an eye out for updates on Saili's Google Certified Innovator project focused on student-led AI literacy stories.
- Join the Community Discussion: Share your own classroom strategies for teaching cognitive flexibility in the Global Google Educator Group.
- Attend Upcoming Global GEG and Other Events: Stay connected with local and international educators for future live professional development opportunities.
Shared Event Resources
- Juliana’s Vocational Gem Example
- Google for Education Teacher Center: Lesson Plans
- Google for Education: Applied Digital Skills
- Google for Education: Teaching Responsible Use of AI
- Google Workspace Updates Official Blog
Related Google AI Educator Series Content
- Introduction to Gemini for Education: Learn how to leverage Google's core conversational AI tool for flexible instruction and customized study assistants, echoing the live demonstration of building personalized vocational Gems for students.
- Design problem solving scenarios that encourage critical thinking (9-12): Discover strategies for creating open-ended, unscripted problem scenarios that challenge secondary students to analyze digital tools, troubleshoot technical obstacles, and synthesize solutions independently.
- Build student inquiry skills: Explore techniques for fostering curiosity and active questioning in the classroom, directly supporting the panel's emphasis on teaching learners how to critically evaluate, question, and prompt AI models effectively.
- Make research more accessible to students: See how tools like NotebookLM can break down dense academic, language, or technical content into structured learning steps, mirroring how students like Mohammed adapted complex material to fit their personal learning levels.
This content was created by a human and refined by Gemini.
Event Recording
