Young people see and use artificial intelligence (AI) systems frequently, and hear a lot about how they are applied across many areas of life. That makes them understandably eager to find out more about how AI works. For some, this interest extends to wanting to experiment with the technology to investigate their own questions and build something themselves. How can schools support learners who want to take their interest further and gain recognition for the knowledge and skills they develop along the way?
For learners in the UK, there is currently no established qualification that develops technical AI skills. This can make it difficult to create space in the curriculum for dedicated AI learning, especially for learners from age 14, for whom preparation for high-stakes exams is prioritised over non-examined learning.
In the meantime, we are starting to support students in England who choose an established route for extending their skills and getting that effort recognised: the Extended Project Qualification (EPQ).
An established qualification with room to explore AI
The EPQ is a well-established qualification for 16- to 19-year-olds offered in England, Northern Ireland, and Wales by several exam boards (including AQA, Pearson Edexcel, OCR, Eduqas/WJEC, and City & Guilds). It is completed by around 1 in 10 learners at this stage of education.
Learners pursuing an EPQ undertake an extended, self-directed investigation or project. They choose an area of interest where they want to develop their own project and take responsibility for planning, completing, and evaluating the project work.
Its self-directed nature makes the EPQ particularly well suited to learners who want to explore emerging areas, such as artificial intelligence and data science. For students fascinated by AI, an EPQ offers an opportunity to do more than simply learn about the technology. With the right foundations and support, they can investigate a question of their own, build a machine learning model, and use that work to gain a recognised qualification.
We are now working to offer those foundations through a new introductory ‘Data Science and AI’ course that will enable learners to build a machine learning model as their EPQ artefact.
Building the foundations for an independent AI investigation
Creating a machine learning model involves much more than choosing a statistical technique and using easily available training data. It involves understanding the problem being addressed, deciding what data to use, exploring and preparing that data, building and evaluating a model, and interpreting the model’s outputs.
Learners who want to do this work for their EPQ need not only technical knowledge and skills, but also skills for critical thinking, research, decision-making, evaluation, and reflection — skills that are valuable for any further study and future career.
To help learners develop these foundations, we are creating an introductory ‘Data Science and AI’ course, based on our curriculum framework for data science and designed to be completed before learners begin their AI-focused EPQ.
The course will guide students through a structured investigation based on a recognised data science lifecycle. By working through it, students will:
Learn about each stage of the data science lifecycle
Develop the technical understanding they need to make independent decisions during an AI investigation
Gain practical experience of working with data and building a machine learning model
Learn about key concepts behind the techniques they use, through theoretical content that supports them to understand not just what to do, but why
The course will consist of 10 units, each involving 2 to 3 hours of independent study for learners. We are designing the activities with a no-code approach to allow students to focus on understanding data science concepts and processes.
Supporting independent project work
Importantly, the work learners produce during this course won’t be the EPQ investigation itself. Working through ‘Data Science and AI’ will give learners the knowledge and skills they need to undertake an AI-focused project with greater independence and confidence.
After they have completed the course, when they begin their EPQ project pursuing a question that interests them, students can apply their new skills and knowledge to make decisions about their AI investigation and document their progress.
We are looking forward to supporting learners in England to turn their interest in one of today’s most significant technologies into the opportunity to develop independent research and project skills through a recognised qualification.
What’s next?
The ‘Data Science and AI’ course will be available to selected schools in England from September 2026, where students and teachers will test the materials and we will learn from their feedback to improve the course materials. We plan to make the course freely available in 2027.
Young people see and use artificial intelligence (AI) systems frequently, and hear a lot about how they are applied across many areas of life. That makes them understandably eager to find out more about how AI works. For some, this interest extends to wanting to experiment with the technology to investigate their own questions and build something themselves. How can schools support students who want to take their interest further and gain recognition for the knowledge and skills they develop along the way?
Currently, there is no widely available subject qualification in AI for students in the UK. This can make it difficult to create space in the curriculum for dedicated AI learning, especially for students from age 14, for whom preparation for high-stakes exams is prioritised over non-examined learning.
In the meantime, we are starting to support students in England who choose an established route for extending their skills and getting that effort recognised: the Extended Project Qualification (EPQ).
An established qualification with room to explore AI
The EPQ is a well-established qualification for 16- to 19-year-olds offered in England, Northern Ireland, and Wales by several exam boards (including AQA, Pearson Edexcel, OCR, Eduqas/WJEC, and City & Guilds). It is completed by around 1 in 10 learners at this stage of education.
Learners pursuing an EPQ undertake an extended, self-directed investigation or project. They choose an area of interest where they want to develop their own project and take responsibility for planning, completing, and evaluating the project work.
Its self-directed nature makes the EPQ particularly well suited to learners who want to explore emerging areas, such as artificial intelligence and data science. For students fascinated by AI, an EPQ offers an opportunity to do more than simply learn about the technology. With the right foundations and support, they can investigate a question of their own, build a machine learning model, and use that work to gain a recognised qualification.
We are now working to offer those foundations through a new introductory ‘Data Science and AI’ course that will enable learners to build a machine learning (ML) model as their EPQ artefact.
Building the foundations for an independent AI investigation
Creating an ML model involves much more than choosing a statistical technique and using easily available training data. It involves understanding the problem being addressed, deciding what data to use, exploring and preparing that data, building and evaluating a model, and interpreting the model’s outputs.
Learners who want to do this work for their EPQ need not only technical knowledge and skills, but also skills for critical thinking, research, decision-making, evaluation, and reflection — skills that are valuable for any further study and future career.
To help learners develop these foundations, we are creating an introductory ‘Data Science and AI’ course, based on our curriculum framework for data science and designed to be completed before learners begin their AI-focused EPQ.
The course will guide students through a structured investigation based on a recognised data science lifecycle. By working through it, students will:
Learn about each stage of the data science lifecycle
Develop the technical understanding they need to make independent decisions during an AI investigation
Gain practical experience of working with data and building a machine learning model
Learn about key concepts behind the techniques they use, through theoretical content that supports them to understand not just what to do, but why
The course will consist of 10 units, each involving 2 to 3 hours of independent study for learners. We are designing the activities with a no-code approach to allow students to focus on understanding data science concepts and processes.
Supporting independent project work
Importantly, the work learners produce during this course won’t be the EPQ investigation itself. Working through ‘Data Science and AI’ will give learners the knowledge and skills they need to undertake an AI-focused project with greater independence and confidence.
After they have completed the course, when they begin their EPQ project pursuing a question that interests them, students can apply their new skills and knowledge to make decisions about their AI investigation and document their progress.
We are looking forward to supporting learners in England to turn their interest in one of today’s most significant technologies into the opportunity to develop independent research and project skills through a recognised qualification.
What’s next?
The ‘Data Science and AI’ course will be available to selected schools in England from September 2026, where students and teachers will test the materials and we will learn from their feedback to improve the course materials. We plan to make the course freely available in 2027.
The development of AI and data science has transformed how we gain insights from data. In healthcare, AI tools are being used in the development of new treatments as researchers apply machine learning methods to datasets. However, applying AI in healthcare also brings risks, particularly when systems amplify existing biases in data or design.
The role of critical thinking skills in AI education
Kathy began her seminar by arguing that for many students who use AI tools in their coursework, questions remain about whether they are critically evaluating the tools’ outputs. Students may or may not check an AI-generated answer against primary sources to see if the answer is accurate. There is also growing concern that students’ use of AI tools lets them offload cognitive work rather than engage in deeper thinking. This presents a challenge for educators: how do we help students use AI productively while still supporting them to develop the critical judgement needed to evaluate its outputs?
Introducing Data Science, AI & You (DSAIY)
To tackle this challenge, Kathy and her colleagues have developed the Data Science, AI & You (DSAIY) programme (pronounced ‘Daisy’). DSAIY is a semester-long high school curriculum designed to introduce students to AI by actively engaging them in the machine learning process.
The programme introduces machine learning as the engine behind many AI tools, and introduces the concept of bias through real-world examples. Students use a variety of tools to collect and prepare data, train, test, and evaluate models. It culminates in an ‘AI-a-thon’ where young people work in cross-disciplinary teams alongside data scientists, clinicians, and their own teachers to gain real-world experience.
At the time of the seminar, 11 teachers had delivered the programme to over 800 students across a variety of settings in Rhode Island, USA. Teachers are heavily supported with four days of professional development and ongoing technical assistance throughout implementation. The students that took part had a wide variety of prior experience, including many with no prior background in computer science or statistics. Female participation is notably high; one teacher even remarked that the course saw more girls enrolled than any of his other computer science classes.
Hands-on with machine learning
In DSAIY, students experience the full machine learning pipeline from data collection and data preparation, to modeling and deployment. Using Python, they train and test simple machine learning models on authentic healthcare data. The aim of the programme is to move students from basic graphing to evaluating complex models, transitioning them from merely plotting data to deeply reasoning about it.
The programme makes use of CODAP (the Common Online Data Analysis Platform), a free, web-based tool developed by The Concord Consortium. CODAP provides an interactive, highly visual environment that lowers the barrier to entry. Students can visualise large datasets and click into individual data points, allowing them to see individual cases within a larger dataset.
CODAP, a tool for data visualisation and analysis
Understanding bias in healthcare systems
The curriculum uses real-world examples from healthcare to introduce concepts of bias and fairness. For example, students learn about pulse oximeters, which estimate blood oxygen levels. However, as these use red and infrared light, readings can vary depending on skin pigmentation, which can lead to inaccurate readings.
Students also collect their own blood oxygen data and plot it using CODAP to observe variability. They consider the accuracy of their measurements and grapple with the ethics of removing outliers from a dataset. This led to students asking critical questions about the makeup of their datasets, the context in which data are collected, and the implications of how data are used in healthcare.
Through the DSAIY programme, Kathy reported that students developed stronger data reasoning skills, gained a deeper awareness of inherent AI biases and risks, and built confidence in public speaking and collaborating with others. Students were also highly engaged and appreciated the focus on real-world healthcare applications and their social implications.
The importance of data literacy for AI literacy
Kathy concluded the seminar by arguing that AI literacy must start with data literacy. When students learn to examine, question, and reason about the data behind AI technologies, they develop the critical thinking skills needed to engage with outputs from real-world systems or everyday technologies like ChatGPT. This can then help them evaluate both the trustworthiness of these tools and their role in important decision-making processes.
You can watch the seminar here:
If you are interested in learning more about Kathy’s work, you can read about the DSAIY programme here or you can read the paper here. You can also learn about CODAP, the data visualisation tool featured in this seminar here.
Join our next seminar
In our current seminar series, we’re exploring how AI is taught across the curriculum. In our next seminar on Tuesday 14 July at 17:00–18:30 BST, we welcome Dan Verständig (Goethe University Frankfurt) who will explore the connection between Social explainable AI (Social XAI) and Critical Computational Literacy (CCL). To take part in the seminar, click the button below to register. We hope to see you there.
Measuring student understanding in computing education is not an easy task. As AI literacy becomes an important pillar in computing education, defining and accurately measuring students’ understanding of concepts and their skills is an even greater challenge.
In a recent seminar in our series on teaching about AI and data science, researcher Jesús Moreno-León (Universidad de Sevilla) talked about his work in developing assessment tools for computational thinking (CT) and AI literacy. Jesús is also co-founder of Programamos, a non-profit organisation that promotes the development of computational thinking, supporting teachers through training and sharing resources.
Jesús Moreno-León (Universidad de Sevilla/Programamos)
Developing assessment tools in computer science
Jesús began by discussing the recent development of computer science assessment tools. Together with Gregorio Robles (Universidad Rey Juan Carlos), they created Dr Scratch, a web-based tool to assess the quality of Scratch projects and detect errors and bad programming habits (e.g. dead code). Projects are scored on the use of computational thinking concepts (e.g. parallelism, conditional logic) and the use of desirable programming practices (e.g. naming sprites, removing duplicate scripts) in order to give feedback to students and teachers to iteratively improve their Scratch projects.
Dr Scratch tool.
Alongside measuring students’ programming skills, Jesús also shared work by Marcos Román-González (Universidad Nacional de Educación a Distancia) to develop the Computational Thinking test (CTt), a 28-item assessment tool designed to measure the computational thinking skills of students aged 10 to 16 years old. Two collaborators, María Zapata and Estafanía Martín (Universidad Rey Juan Carlos) further adapted these items to create the Beginners Computational Thinking test (or BCTt), an unplugged assessment suitable for younger learners aged 5 to 10 years old.
Teaching about AI in Spain
Jesús also described his more recent work at the Ministry of Education and Vocational Training in Spain to promote computer science at all educational levels. One initiative, La Escuela de Pensamiento Computacional e Inteligencia Artificial (or the School of Computational Thinking and Artificial Intelligence), supported Spanish teachers through training and resources to introduce CT and AI into the classroom. Over 400 teachers and 7000 teachers took part across Spain through unplugged activities and tools such as Machine Learning for Kids and LearningML, allowing students to classify text and images using machine learning. Older students created apps using the MIT App Inventor. When evaluating the design of the curriculum, they found they had strong instruments to measure the development of CT — such as the assessment tools described above — yet nothing to measure AI literacy.
The School of Computational Thinking and Artificial Intelligence curriculum.
A tool for measuring AI literacy
The lack of valid AI literacy assessment tools led the team to develop the AI Knowledge Test (or AIKT), a 14-item survey consisting of multiple-choice questions designed to measure students’ understanding of AI. The instrument was inspired by previous work in the field and relevant research (e.g. the AI4K12 framework).
An example from the AI Knowledge Test
An example of one of these items is presented below. Can you solve it? The answer is at the bottom of this article.
Q1. Which of the following strategies would be most appropriate for teaching a computer to recognise photos of apples?
Train the computer with photos of dogs
Train the computer with several photos of different apples, taken in different places and contexts
Train the computer with several similar photos of the same apple, taken in the same place
Train the computer with several identical copies of the same photo of an apple
Testing the test
In a study on the impact of programming activities on computational thinking and AI literacy in Spanish schools, the authors tested these knowledge-based items with over 2000 students to assess the reliability (e.g. internal consistency), or a measure of the quality of a survey or test. They found one item (“As a user, the legal regulation that is approved regarding AI systems will affect my life”) did not correlate with the other items. This left a total of 13 items which were found to have sufficient internal consistency — meaning how well each item correlated with one another to measure an underlying construct (i.e. “AI knowledge”). They concluded that the assessment tool needed a higher ceiling and needed to address common misconceptions. The authors also learned that teachers needed free and open-source tools with low barriers for entry, such as not needing registration, and were suitable for classroom use, such as limiting data sent to the cloud.
AI literacy in the generative era
With the rise of generative AI tools like ChatGPT or Google’s Gemini, Jesús and his colleagues felt their AI literacy assessment tool needed to focus on the capabilities of generative AI tools. They also felt they needed to take a broader view of AI and focus on additional dimensions, such as the social and ethical implications of AI tools. They are, therefore, currently revising their assessment items to align with several common frameworks, including the SEAME framework and AI Learning Priorities for All K–12 Students.
An example from the revised AI Knowledge Test
One of the revised items is presented below. Can you solve it? The answer is revealed below.
Q2. You have asked your students to design a decision tree to classify different fruits based on three characteristics: color, size, and shape. To check whether the following proposed solution is correct, you are going to test it with a small, round, yellow apple.
Apple
Watermelon
Lemon
Banana
Learn more about this work
Jesús concluded the seminar by describing his intentions to collaborate with others to test the revised AI literacy instrument with students in early 2026. We look forward to hearing about their results!
In our current seminar series, we’re exploring applied AI and how AI can be taught across the curriculum. In our next seminar in this series on 17 March at 17.00 UK time, we welcome Rebecca Fiebrink (University of the Arts London) who will explore the questions of how and why we might teach AI for creative practitioners, including children, students, and professionals.
To take part in the seminar, click the button below to register. We hope to see you there.
At the end of last year, Professor Becky Francis published her long-awaited Curriculum and Assessment Review for England, accompanied by the UK government’s official response. Buried within that response — and not actually proposed in the Review itself — was a notable commitment: to “explore introducing a new Level 3 qualification* in data science and AI, to ensure that more young people can secure high-value skills for the future and that we cement the UK’s position as a global leader in AI and technology.”
This announcement reflects a growing global recognition that young people need more than basic digital literacy — they need a deeper understanding of data, automation, and the rapidly evolving capabilities of AI. Countries around the world, from Singapore to the United States, are already wrestling with how to embed AI education into secondary schooling. England now joins that international conversation.
Why AI education matters
AI is an everyday technology now. Young people interact with AI systems constantly, often without realising it. Whether they pursue careers in medicine, engineering, the creative industries, or public policy, they will need a foundational understanding of how AI systems work, what their limitations are, and the ethical implications around them.
Yet in England — and in many education systems globally — very few students receive formal teaching about AI. The English national curriculum makes no explicit reference to AI, and specifications for exams taken at the end of high school include only scattered mentions. This gap leaves young people navigating one of the most transformative technologies of their generation with limited guidance.
Exploring a qualification: Opportunities and challenges
In 2025, we joined forces with Professor Lord Lionel Tarassenko, one of the UK’s foremost researchers in AI and machine learning, and Simon Peyton Jones, a world-renowned computer scientist and long-time champion of computing education. Together with teachers, school leaders, universities, industry specialists, and exam boards, we have been exploring how we might begin to close the emerging gap in AI and data science education for 16- to 18-year-olds.
Over the past eight months, this collaboration has allowed us to refine our shared thinking and gather insights from a wide network of experts and practitioners. We are delighted that England’s Department for Education has recognised the potential of this work by appointing us to draft the subject content for a possible new A level in Data Science and AI.
We are delighted that England’s Department for Education has recognised the potential of [the work we have done] by appointing us to draft the subject content for a possible new A level in Data Science and AI.
Designing a qualification of this kind raises important questions — not just for the UK, but for any country considering a similar path.
What knowledge and skills should young people gain from the qualification?
A meaningful qualification must go beyond the use of tools. It should help students understand data literacy, model behaviour, bias, ethics, and the societal implications of AI. Balancing technical understanding with critical thinking is challenging but essential.
How do we ensure the qualification is accessible and inclusive?
AI should not become the preserve of already-advantaged students. Any qualification must be designed with equity in mind, recognising differences in school capacity, teacher expertise, and students’ prior experience.
How do we support teachers to deliver the qualification?
Teacher professional development is a major challenge worldwide. Delivering a qualification in AI will require confidence with concepts that are not yet common in teacher training. Sustainable delivery models — supported by high-quality resources and professional development — will be crucial.
What form should the qualification take?
There is an active debate about whether the best route for students in England is a high-stakes qualification or a supplementary course that broadens a core programme of study:
An A level provides structure, national recognition, and clear progression into higher education or employment.
An Extended Project Qualification (EPQ) may offer more flexibility, allowing students to explore AI through research or practical investigation without requiring schools to timetable a full qualification.
Different countries will make different choices based on their systems, but the underlying questions are the same: how do we create something rigorous, scalable, and future-proof?
What we’ve learned so far
In October, the Foundation hosted a workshop with representatives from schools, industry, universities, exam boards, and the Department for Education. Together, we explored key questions including:
How do we make a qualification compelling – both for students who choose it and for schools that offer it?
What delivery models will genuinely support teachers to succeed?
The feedback we received has been invaluable and will continue to shape the next stage of development. We believe the UK has a significant opportunity to contribute meaningfully to the global conversation about AI education. You can read the latest version of our discussion paper here.
A global call for insights
Although the current proposal focuses on England, the underlying challenge is international: how do we prepare young people everywhere to engage thoughtfully and confidently with AI?
We would love to hear from educators, researchers, and policymakers across the world:
Do you know of any successful qualifications or programmes for 16- to 18-year-olds that centre AI or data science?
What lessons should countries learn from each other?
To share your ideas or feedback, please get in touch. We’d be delighted to learn from your experience as this important work progresses.
* Level 3 in England is the stage of learning for 16- to 19-year-olds, typically ending in qualifications that pave the way for higher study or advanced apprenticeships.
In Germany, as in many countries, AI topics are rapidly entering formal computer science education. Yet, this haste often risks us focusing on fleeting technological developments rather than fundamental concepts. As computer science educator Viktoriya Olari, from Free University of Berlin, discovered in her research, the fundamental role of data, which powers most modern AI systems, is critically underestimated in many existing frameworks. If students are to become responsible designers of such systems, they can’t afford to treat AI as an opaque box. Rather, they must first master the messy, human process that begins with the data itself.
Viktoriya Olari
In our October research seminar, Viktoriya shared the results of her work over the last four years on how schools can shift the focus from the latest technologies to the underlying data. Her research offers a clear structure for what young people should learn about data and how teachers can make it work inside ordinary classrooms.
Why begin with data?
Viktoriya’s analysis of existing AI education frameworks found the data domain is underrepresented, with essentials such as data cleaning often not addressed at all. She argues that, because modern AI systems are data driven, students need both language and routines for working with data: being able to name concepts like training vs test data, data quality, and bias, and to explain practices such as collection, cleaning, and pre-processing. That’s the rationale for teaching data concepts and practices first, and then placing modelling inside an explicit, staged lifecycle.
A slide from Viktoriya’s presentation. Click to enlarge.
Her talk presented this argument in the German school context, where AI topics are entering state curricula quickly. Her critique targets how existing frameworks fail to address data and how that gap undermines responsible evaluation and design. The proposed model centres data by pairing an eight-stage, data-driven lifecycle with a curated set of key concepts and practices, and by making “data-based judgment skills” a key outcome.
Viktoriya’s work organises this understanding into two foundational components: data concepts (the vocabulary, e.g. training/test data, data quality, overfitting) and data practices (the actions, e.g. collect, clean, train, evaluate).
A lifecycle for learning
Viktoriya’s framework is built around an eight-stage data lifecycle, stretching from defining a task through gathering, preparing, modeling, evaluating, and finally sharing or archiving results. Inside that backbone she has identified two layers of learning targets:
Data concepts – roughly a hundred ideas that give teachers and students a common language, from “training vs. test data” and “bias” to “features”, “labels”, and “provenance”.
Data practices – 28 kinds of hands-on work (and 69 subpractices) that materialise those ideas: for instance collecting, cleaning, splitting datasets, checking quality, training and evaluating models, and handling privacy and deletion responsibly.
More details are available in her work on data-related concepts and practice.
A slide from Viktoriya’s presentation. Click to enlarge.
Viktoriya’s 8-stage process model of the data-driven lifecycle. It serves as a guide for curriculum developers and teachers, outlining 28 key data-related practices and providing 69 examples of subpractices for use in K–12 computer science education.
A slide from Viktoriya’s presentation. Click to enlarge.
A collection of 133 key data-related concepts. These concepts are organised according to the eight stages of the data-driven lifecycle and provide the foundational vocabulary for teaching AI education.
Making it teachable
Viktoriya’s team set out to redesign the format so that real data work could happen within ordinary lessons. They ended up with three “Data Case Study” architectures, each using authentic datasets and domain questions. The materials are supported by Orange 3, an unplugged machine learning and data visualisations tool familiar to the teachers participating. Variants emerged across three design cycles to address specific challenges, but teachers choose among them based on learning objectives and class context.
Bottom-up: Students create a workflow step by step (e.g. import, inspect, clean, transform, split, train, evaluate). This approach is excellent for procedural fluency, but teachers reported an over-emphasis on operating Orange and too little reflection on the lifecycle unless explicit reflection is added.
Top-down: Students start from a prepared workflow, read plots, infer the role of each branch, identify issues in the data/practices, and justify changes. This architecture directly counters the reflection gap seen in bottom-up and leans into reasoning rather than routine.
Puzzle-like: Using “widgets,” visualisations of data tables, that stand for parts of a data pipeline, students rebuild a valid flow collaboratively. This encourages discussion, works without devices, and makes thinking visible.
A slide from Viktoriya’s presentation.
The data case study method uses real-world data and context to help students achieve three key learning outcomes: go through the data-driven lifecycle, reflect on data practices and concepts in a criteria-guided manner, and develop data-based problem-solving and judgment skills.
What happened in the German classrooms
Viktoriya’s team ran three design cycles with small groups in Germany, with students aged 14 to 15. Each cycle lasted around 48 hours of teaching. Because participating teachers already knew Orange 3, the emphasis was on pedagogy rather than software training.
The projects drew on manageable real-world data: spreadsheets, time-series sets, a few geographical samples. Two examples are:
Forecasting Berlin air quality – Students explored how data quality, feature choice, and evaluation metrics shape predictions, then argued which model best answered the civic question.
Classifying Tasmanian abalone – A deceptively simple dataset that invites talk about imbalance, feature engineering, and what counts as “good enough” accuracy.
Some groups experimented with collecting their own sensor data, a plan that occasionally failed when the hardware didn’t cooperate. However, even that became part of the lesson: reliability, risk, and missing data are real features of data science, not mistakes to hide.
Student work reflected the three architectures. In the bottom-up groups, guided builds produced complete workflows and concise reflections, while top-down groups submitted annotated screenshots and critiques, and the puzzle-based lessons ended with posters and verbal presentations. Across them all, assessment focused on reasoning: not whether the “right” model appeared, but whether students could explain the stage they were in and justify their choices.
Teaching resources
Everything Viktoriya described is open and classroom-ready (currently in German). The computingeducation.de/proj-datacases hub hosts teacher guides, student tasks, and sample Orange 3 files. The growing library of data cases covers topics from climate data to air quality analytics.
Why it matters now
In the UK, a curriculum review has been recently released and along with the Government’s response. Across Europe and beyond, education systems are racing to add AI content to their curricula. Tools will come and go, and benchmarks will keep moving. What endures is the capacity to reason about data: to know what stage of work you’re in, what evidence supports your decisions, and what trade-offs you’re making. That is why Viktoriya’s contribution is unique — it gives teachers a map, a shared vocabulary, and practical ways to make data visible and the focus of discussion in schools.
Join us at our seminar on Tuesday 27 January from 17:00 to 18:30 GMT to hear Salomey Afua Addo talk about how to teach about neural networks in Junior High Schools in Ghana.
To sign up and take part, click the button below. We’ll then send you information about joining.
Teachers in England, take part in our new data science study
We’re looking for upper key stage 2 teachers in England who want to join our new collaborative study exploring how to teach learners aged 9 to 11 about data-driven computing. The study will look at:
How Computing teachers currently approach topics related to data-driven computing
What key ideas pupils need to understand
How pupils make sense of data and probability
Our aim for the study is to find practical ways for Computing teachers to build young people’s confidence in working with data in lessons. The study will involve two workshops held throughout 2026.
For the last five years, once a month, we have hosted an online seminar sharing computing education research. Seminars are organised as usually year-long series with changing themes. In 2025, for example, our theme was ‘Teaching about AI and data science’. In 2024, it was ‘Teaching programming (with or without AI)’.
It is not surprising that for the last few years our focus has been on AI technology, and for 2026 we will continue this. But we will shift from showcasing how computing education research is changing teaching and learning in computing lessons, to showcasing how computing education research in other disciplines, such as art or geography, is starting to include teaching about AI. For example, art lessons may change so that learners find out how professional artists are using AI tools to create arts. Or geography lessons may change so that learners discover how professional geographers are using AI to make predictions about physical or human aspects of geography, such as volcanic activity and global warming.
Our series for 2026 is called ‘Applied AI’. This title recognises that AI technology is applied across contexts, across careers, across disciplines, and this means what we teach across school subjects will change.
Encouraging a pull from disciplines, rather than a push from computer science
The majority of resources and professional development material related to teaching about AI have been developed by the computer science community. For example, we have developed the popular Experience AI resources in collaboration with Google DeepMind. In these resources, the contexts were carefully selected to represent real-world examples across disciplines, and to to enable the teaching of particular technical or social and ethical concepts. This could be described as “a push” of content from computing towards other disciplines. For example, to enable teaching about the ethical issues around plagiarism, an art context is used in the Experience AI resources; to enable teaching about the potential benefits of using AI tools, an ecological geography context is used.
Example activity from the Experience AI resources, focused on ecology
AI applications are always situated within a particular topic. Most current AI applications are data-driven: vast amounts of data are collected and processed to produce models that can then either be used to generate outputs or make predictions. For example, data about artworks can be collected and used to train a model for generating outputs similar to the artworks; this is an application of AI in the art discipline. Or data on wild fires can be collected and used to train a model for making predictions about current or prospective fires; this is an application of AI in the geography discipline.
Example activity from the Experience AI resources, focused on meteorology
In reality, the best people to recognise how AI technology is being applied in a discipline and what students in that discipline should be taught about these applications are the people working in the discipline, for example the art and geography teachers. Computer science educators can work to build the technical understanding and the general social and ethical understanding that is common across applications. But the detail of how AI technology is changing a discipline can only truly be understood by the respective community, by the artists and art educators, by the geographers and the geography educators.
An emerging focus
At present, though, most educators are grappling with how they can use AI tools for productivity, such as creating lesson plans, or answering emails. Or they are looking at how they can use AI for general teaching and learning, for example for personalisation, say for students with additional needs. The idea that their underpinning discipline is changing is, perhaps, not yet on teachers’ radar. But at universities, such as in undergraduate courses, and in the world of work, education and training are changing. Data science courses are now being offered across faculties, including science, geography, language, and art faculties. These changes will start to filter down to school-based education via curriculum change. While some resources and professional development materials addressing this shift are already becoming available, change is still fragile and patchy.
Raising awareness, building community and a common language
The aims of our Applied AI research seminar series in 2026 are to start to:
Raise awareness of the forthcoming changes that applying AI will bring to disciplines
Build a cross-discipline community
Think about a common language that could be used across disciplines
If we can start to agree on what common concepts could be taught in the arts, sciences and humanities, it gives us a better chance to:
Understand how to use AI as it is applied in different disciplines
Help students to build useful mental models and develop the agency and critical thinking skills they need to evaluate these applications and decide when and how to use them and how far to trust them
We need your help
To make our 2026 series a success, we need to spread the word about our seminars to groups of educators, researchers, industry and policy makers across the arts, sciences, and humanities.
Please tell those you know in these groups about the seminar series, and share it through your social media and other networks. If you have ideas for subject associations we could connect with or publications where we can write about our series, please let us know.
Join our ‘Applied AI’ seminar series
We have already arranged the following seminars across 2026 and will add more speakers for the remaining monthly slots soon. Seminars always take place online on Tuesdays at 17:00 to 18:30 UK time.
10 February: Social studies, public policy, economics and AI — Thema Monroe-White (George Mason University, USA)
17 March: Arts and AI — Rebecca Fiebrink (University of the Arts London, UK)
14 April: Healthcare and AI — Kathryn Jessen Eller (Data Science, AI & You (DSAIY) in Healthcare, USA)
14 July: Literacy and AI — Dan Verständig (Goethe University Frankfurt, Germany)
8 September: History and AI — Jie Chao (The Concord Consortium)
6 October: Robotics and AI — Eleni Petraki & Damith Herath (University of Canberra, Australia)
10 November: Geography and AI — Doreen Boyd (University of Nottingham, UK)
To sign up and take part, click the button below. We’ll then send you information about joining. We hope to see you there.
Research indicates that teaching learners to use and create with data-driven technologies such as AI and machine learning (ML) requires an entirely different approach for solving problems compared to traditional programming activities.
In this blog, we share the new data paradigms framework that we have developed through research and used to help improve our understanding about how to teach and learn about AI and data science. We also invite you to register your interest in participating in our next collaborative study on the topic.
Knowledge-based approaches to systems design
Let’s start by highlighting an important distinction between different approaches to designing systems. In a knowledge-based approach to system design, a set of rules (e.g., if-then statements) are written for the system to execute. Every rule is explicitly defined. This approach is called ‘rule-based’, ‘symbolic’, or ‘logic-based’. For example, a developer could create a program that simulates dialogue by writing specific lines of code to handle a greeting, such as “IF user says “Hello” THEN output “Hi!”. If the user types “Greetings!” instead, the program fails because it has no rule for that specific word.
Knowledge-based models are often said to be explainable by design. This means the logic is accessible and interpretable and developers can trace the exact steps taken to produce an output. For example, if developers manually classify restaurant reviews as positive or negative using a pre-defined set of criteria, the rules their restaurant classifying system follows are entirely explicit, and the path from input to output is clear and explainable.
Data-driven approaches to systems design
By contrast, in a data-driven approach to system design developers do not write specific rules. Instead, they collect lots of data and train a model. In the dialogue simulator example, they would collect hundreds of examples of greetings and train a model to the pattern of a greeting. If the user types “Greetings!”, the system generates a response based on the patterns in its training data.
Data-driven models are often opaque. In other words, the internal workings of these ML models are hidden. While we can see our input and the system’s output, the internal mathematical process is so complex — often involving layers of calculations and abstractions — that we cannot simply “explain” why a specific output was produced. For example, developers can create a classification model by training a neural network using thousands of images. Due to the large quantity of data used to train the model, and complex internal parameters and hidden layers, developers and users of the system cannot understand or explain the logic or features that lead to a specific output. These kinds of models are often referred to as a “black box” (as opposed to a “glass” or “clear” box).
Comparing knowledge-based and data-driven approaches
Researchers have argued that the move from knowledge-based (or rule-based) programming to data-driven system design represents a paradigm shift and creates unique challenges for educators. The challenge is helping students shift from the expectation that a system produces a single ‘right’ answer — characteristic of traditional rule-based programming — toward an understanding that systems trained on large quantities of data produce outcomes that aren’t always fixed or explainable. If the current instruction in the classroom still relies heavily on traditional rule-based programming approaches, we might be setting students up for misconceptions.
Data paradigms: A framework for analysing data science education approaches
In our research work on AI and data science at the Raspberry Pi Computing Education Research Centre, we analysed 84 research studies about the teaching and learning of data science. We categorised learning activities used in the studies to understand whether they were (i) knowledge-based or data-driven, and (ii) the extent to which the underlying models used were transparent or opaque. This led us to define four distinct data paradigms:
The data paradigms framework
Knowledge-based and transparent (KB + T): Activities in this paradigm are ones where students write rules for systems, or work with systems that use rules, where the logic is fully explainable by design. For example, if students manually classify data (e.g. creating simple ‘if-then’ statements to predict an outcome), the path from input to output is clear.
Data-driven + Transparent (DD + T): In this paradigm, activities involve students working with models trained on data, but the trained model’s logic remains explainable and interpretable. For example these could be models using k-nearest neighbors (KNN) algorithm to group data points based on proximity, or using linear regression to predict a trend. Even though the model produces an output, the student can look at the inner workings of the model and see how the decision is made.
Data-driven + Opaque (DD + O): This paradigm’s activities require students to work with data-driven ML models where the models’ internal logic is hidden, for example an image classification model using a type of neural network (e.g. CNN). The model produces an output (e.g. classifying an image as ‘This is a dog’), but the student cannot inspect the system to find a rule or clear path explaining why that specific output was produced. To understand these systems, it’s necessary to use additional testing and evaluation tools.
Knowledge-based + Opaque (KB + O): Activities in this paradigm would involve systems with human-written rules that are not explainable. In our review of K–12 activities, we found no examples of activities within this paradigm.
The data paradigms framework helps us to distinguish between different kinds of modeling activities students take part in and how instructional approaches could be classified across one or more paradigms. For instance, we found that most data-driven activities were also opaque (DD + O), usually meaning that students collected and used data to train a model, but how the system worked was opaque. This pattern, where the data is visible but the model is not explainable, risks students forming misconceptions about the capabilities and limitations of data-driven systems. Without understanding how outputs are generated, students may expect data-driven ML systems to operate like fully explainable (or transparent) ones.
We think that lessons are needed in the data-driven opaque (DD + O) quadrant to explicitly teach students about how data-driven systems work and the role they play in everyday contexts. However, when teaching data-driven opaque (DD + O) activities, learners’ attention needs to be directed to concepts such as model confidence, data quality, and model evaluation. Since an ML model is not inherently explainable, we need to teach students to use post-hoc explanation methods, such as testing different inputs to see how a system’s output changes. To prepare students for this learning experience, we think that first introducing activities about rule-based systems (knowledge-based + transparent; KB + T) or simple data exploration, such as linear regression or data visualisation (data-driven + transparent; DD + T) may serve as a ‘bridge’ to understanding data-driven modeling by helping students to distinguish between systems built from specific logical rules and systems trained on data.
We believe the idea of data paradigms can serve as a way of framing teaching activities about data science and help educators and students to consider the transition between different paradigms when engaging with the systems we interact with every day.
Teachers in England, participate in our new study
We’re launching a new study to explore how to teach learners aged 9 to 11 about data-driven computing. The study will take place in collaboration with upper key stage 2 teachers in England and look at:
What key ideas pupils need to understand
How teachers currently approach topics related to data-driven computing
How pupils make sense of data and probability
Our goal is to find practical ways to help teachers build children’s confidence in working with data in computing lessons. The study will be collaborative, with two workshops held throughout 2026, and we’re inviting upper KS2 teachers in England to take part.
You can express your interest in participating by filling in this form:
In today’s data-driven landscape, monitoring data quality has become a critical need for ensuring reliable and efficient data usage across domains. High-quality data is the backbone of AI innovation, driving efficiency and unlocking new opportunities. As decentralized data ownership grows, the ability to effectively monitor data quality is essential for maintaining reliability in data systems.
Kafka streams, as a vital component of real-time data processing, play a significant role in this ecosystem. However, unreliable data within Kafka streams can lead to errors and inefficiencies for downstream users, and monitoring the quality of data within these streams has always been a challenge. This blog introduces a solution that empowers stream users to define a data contract, specifying the rules that Kafka stream data must adhere to. By leveraging this user-defined data contract, the solution performs automated real-time data quality checks, identifies problematic data as it occurs, and promptly notifies stream owners. This ensures timely action, enabling effective monitoring and management of Kafka stream data quality while supporting the broader goals of data mesh and AI-driven innovation.
Problem statement
In the past, monitoring Kafka stream data processing lacked an effective solution for data quality validation. This limitation made it challenging to identify bad data, notify users in a timely manner, and prevent the cascading impact on downstream users from further escalating.
Challenges in syntactic and semantic issue identification:
Syntactic issues: Refers to schema mismatches between producers and consumers, which can lead to deserialization errors. While schema backward compatibility can be validated upon schema evolution, there are scenarios where the actual data in the Kafka topic does not align with the defined schema. For example, this can occur when a rogue Kafka producer is not using the expected schema for a given Kafka topic. Identifying the specific fields causing these syntactic issues is a typical challenge.
Semantic issues: Refers to inconsistencies or misalignments between producers and consumers about the expected pattern or significance of each field. Unlike Kafka stream schemas, which act as a data structure contract between producers and consumers, there is no existing framework for stakeholders to define and enforce field-level semantic rules, for example, the expected length or pattern of an identifier.
Timeliness challenge in data quality monitoring: There is no real-time mechanism to automatically validate data against predefined rules, timely identify quality issues, and promptly alert stream stakeholders. Without real-time stream validation, data quality issues can sometimes persist for periods of time, impacting various online and offline downstream systems before being discovered.
Observability challenge for troubleshooting bad data: Even when problematic data is identified, stream users face difficulties in pinpointing the exact “poison data” and understanding which fields are incompatible with the schema or violate semantic rules. This lack of visibility complicates Root Cause Analysis and resolution efforts.
Solution
Our Coban platform offers a standardized data quality test and observability solution at the platform level, consisting of the following components:
Data Contract Definition: Enables Kafka stream stakeholders to define contracts that include schema agreements, semantic rules that Kafka topic data must comply with, and Kafka stream ownership details for alerting and notifications.
Automated Test Execution: Provides a long running Test Runner to automatically execute real-time tests based on the defined contract.
Real-time Data Quality Issue Identification: Detects data issues at both syntactic and semantic levels in real-time.
Alerts and Result Observability: Alerts users, simplifying observation of data quality issues via the platform.
Architecture details
The solution includes three components: Data Contract Definition, Test Execution & Data Quality Issue Identification, and Result Observability as shown in the architecture diagram in figure 1. All mentions of “Flow” from here onwards refer to the corresponding processes illustrated in figure 1.
Figure 1. Real-time Kafka Stream Data Quality Monitoring Architecture diagram.
Data Contract Definition
The Coban Platform streamlines the process of defining Kafka stream data contracts, serving as a formal agreement among Kafka stream stakeholders. This includes the following components:
Kafka Stream Schema: Represents the schema used by the Kafka topic under test and helps the Test Runner to validate schema compatibility across data streams (Flow 1.1).
Kafka Stream Configuration: Encompasses essential configurations such as the endpoint and topic name, which the platform automatically populates (Flow 1.2).
Observability Metadata: Provides contact information for notifying Kafka stream stakeholders about data quality issues and includes alert configurations for monitoring (Flow 1.3).
Kafka Stream Semantic Test Rules: Empowers users to define intuitive semantic test rules at the field level. These rules include checks for string patterns, number ranges, constant values, etc. (Flow 1.5).
LLM-Based Semantic Test Rules Recommendation: Defining dozens if not hundreds of field-specific test rules can overwhelm users. To simplify this process, the Coban Platform uses LLM-based recommendations to predict semantic test rules using provided Kafka stream schemas and anonymized sample data (Flow 1.4). This feature helps users set up semantic rules efficiently, as demonstrated in the sample UI in figure 2.
Figure 2. Sample UI showcasing LLM-based Kafka stream schema field-level semantic test rules. Note that the data shown is entirely fictional.
Data Contract Transformation
Once defined, the Coban Platform’s transformation engine converts the data contract into configurations that the Test Runner can interpret (Flow 2.1). This transformation process includes:
Kafka Stream Schema: Translates the schema defined in the data contract into a schema reference that the Test Runner can parse.
Kafka Stream Configuration: Sets up the Kafka stream as a source for the Test Runner.
Observability metadata: Sets contact information as configurations of the Test Runner.
Kafka Stream Semantic Test Rules: Transforms human-readable semantic test rules into an inverse SQL query to capture the data that violates the defined rules.
Figure 3. Illustration of semantic test rules being converted from human-readable formats into inverse SQL queries.
Test Execution & Data Quality Issue Identification
Once the Test Configuration Transformation Engine generates the Test Runner configuration (Flow 2.1), the platform automatically deploys the Test Runner.
Test Runner
The Test Runner utilises FlinkSQL as the compute engine to execute the tests. FlinkSQL was selected for its flexibility in defining test rules as straightforward SQL statements, enabling our platform to efficiently convert data contracts into enforceable rules.
Test Execution Workflow And Problematic Data Identification
FlinkSQL consumes data from the Kafka topic under test (Flow 2.2) using its own consumer group, ensuring it doesn’t impact other consumers. It runs the inverse SQL query (Flow 2.3) to identify any data that violates the semantic rules or that is syntactically incorrect in the first place. Test Runner captures such data, packages it into a data quality issue event enriched with a test summary, the total count of bad records, and sample bad data, and publishes it to a dedicated Kafka topic (Flow 3.2). Additionally, the platform sinks all such data quality events to an AWS S3 bucket (Flow 3.1) to enable deeper observability and analysis.
Result Observability
Grab’s in-house data quality observability platform, Genchi, consumes problematic data captured by the Test Runner (Flow 3.3).
Alerting
Genchi sends Slack notifications (Flow 3.5) to stream owners specified in the data contract observability metadata. These notifications include detailed information about stream issues, such as links to sample data in Coban UI, observed windows, counts of bad records, and other relevant details.
Figure 4. Sample Slack notifications
Observability
Users can access the Coban UI (Flow 3.4), displaying Kafka stream test rules and sample bad records, highlighting fields and values that violate rules.
Figure 5. In this Sample Test Result, the highlighted fields indicate violations of the semantic test rules.
Impact
Since its deployment earlier this year, the solution has enabled Kafka stream users to define contracts with syntactic and semantic rules, automate test execution, and alert users when problematic data is detected, prompting timely action. It has been actively monitoring data quality across 100+ critical Kafka topics. The solution offers the capability to immediately identify and halt the propagation of invalid data across multiple streams.
Conclusion
We implemented and rolled out a solution to assist Grab engineers in effectively monitoring data quality in their Kafka streams. This solution empowers them to establish syntactic and semantic tests for their data. Our platform’s automatic testing feature enables real-time tracking of data quality, with instant alerts for any discrepancies. Additionally, we provide detailed visibility into test results, facilitating the easy identification of specific data fields that violate the rules. This accelerates the process of diagnosing and resolving issues, allowing users to swiftly address production data challenges.
What’s next
While our current solution emphasizes monitoring the quality of Kafka streaming data, further exploration will focus on tracing producers to pinpoint the origin of problematic data, as well as enabling more advanced semantic tests such as cross-field validations. Additionally, we aim to expand monitoring capabilities to cover broader aspects like data completeness and freshness, and integrate with Gable AI to detect Data Transfer Object (DTO) changes and semantic regressions in Go producers upon committing code to the Git repository. These enhancements will pave the way for a more robust, multidimensional data quality testing solution across a wider range.
Grab is a leading superapp in Southeast Asia, operating across the deliveries, mobility and digital financial services sectors. Serving over 800 cities in eight Southeast Asian countries, Grab enables millions of people everyday to order food or groceries, send packages, hail a ride or taxi, pay for online purchases or access services such as lending and insurance, all through a single app. Grab was founded in 2012 with the mission to drive Southeast Asia forward by creating economic empowerment for everyone. Grab strives to serve a triple bottom line – we aim to simultaneously deliver financial performance for our shareholders and have a positive social impact, which includes economic empowerment for millions of people in the region, while mitigating our environmental footprint.
Powered by technology and driven by heart, our mission is to drive Southeast Asia forward by creating economic empowerment for everyone. If this mission speaks to you, join our team today!
Current artificial intelligence (AI) methods, especially machine learning (ML), rely heavily on data. To complement our work on AI literacy, we have been investigating what data science teaching resources and education research are currently available. Our goal is to work out what data science concepts should be taught in a data science curriculum for schools.
Read on to find out what resources and materials we have reviewed, and what concept themes we have identified.
What is data science? Why is teaching it important?
Data science is an interdisciplinary science of learning from large datasets, aided by modern computational tools and methods (Ow‑Yeong et al., 2023). We see data science skills as fundamental for using, creating, and thinking critically about:
Insights from data, generally
Data-driven computational tools and methods (such as machine learning) and their outputs and predictions, specifically
To navigate a world where decision making in many areas is influenced by data-driven insights and predictions, young people need to be taught about data science. Data science skills empower young people to become critical thinkers, discerning consumers, adaptable professionals, and informed citizens.
In some countries, such as India and Israel, data science education is an established school subject. It is taught as part of the curriculum in at least one of the primary, secondary, or post-16 age phases. Meanwhile in other countries, for example Canada, Germany, and Poland, data science is a very new school subject, or there are still only recommendations to develop it into a school subject.
While we are currently considering what a comprehensive data science curriculum should include, we already offer several resources to support you with your teaching about data science and data-driven technologies. You can find a list of these resources at the end of this blog. Now, however, I’ll give you an overview of our recent work to identify concepts for a data science curriculum that fits with our approach to AI literacy.
Data science education: What should we teach?
To answer the question ‘What should we teach about data science to learners aged 5 to 19?’, we undertook a grey literature review of data science teaching materials. A grey literature review is structured like an academic literature review and conducted with the same rigour. The difference is that a grey literature review also considers publications that have not been peer-reviewed, including reports, white papers, curriculum materials, and similar resources.
To orient our work, we combined four frameworks for data science and AI/ML education:
With these combined frameworks as our map, we reviewed 79 data science learning resources. The resources varied:
In quality in terms of clarity and teaching approach
In their focus, e.g. on maths, coding, or a specific field such as biology
In their perspective on data science, with some prioritising theory and others real-world applications
From among the 79 resources, we chose 9 that included clear learning outcomes, and that together covered a wide field of concepts. We examined these 9 in detail to extract 181 explicit and implicit data science concepts. Next, we grouped the concepts into themes, and finally we refined these themes by comparing them against the four frameworks listed above.
The themes we have identified for a data science curriculum are:
Fundamentals of data literacy: Key terms and definitions
Understanding bias in data
Ethical responsibility in data use
Data creation, curation, and transformation
Analysis and modelling: Maths and statistics fundamentals
ML principles
Deploying and maintaining ML applications
Software tools and programming
Data visualisation
Presenting findings effectively
This set of themes both fits with the frameworks by Olari and Romeike and Data Science 4 Everyone, and expands them by covering ML principles and programming approaches and calling out data bias and ethics.
What’s next for this work?
Through our grey literature review on data science education, we’ve:
Pinpointed a large set of candidate concepts that could be taught within a data science curriculum
Created a set of clear themes to structure our work going forward
Our next step is to shape these candidate concepts into a progression framework to describe their relationships and establish which concepts could be taught at each age or phase of schooling.
The literature review also gave us an overview of the pedagogical approaches and tools used for teaching data science concepts. These findings will become useful once we start designing learning activities.
You’ll hear more about how this work is going here on our blog and on our social channels. In the meantime, comment below to let us know what you think about the themes, or to tell us what you’d like to see in a data science curriculum for the learners you work with.
The report lists the data-related units within The Computing Curriculum materials, which we no longer update but continue to offer as free downloads. Updated classroom materials are available as part of the Computing materials we created for Oak National Academy in the UK for ages 5–11 and ages 12–19.
The Ada Computer Science platform offers learning materials on data and information, and on AI and ML, for ages 14–19.
You might also be interested in exploring the Experience AI programme, which offers everything teachers need to help students develop a foundational understanding of data-driven AI technologies, their social and ethical implications, and the role that AI can play in their lives.
Teacher training and development resources
Our free online course ‘Teach teens computing: Machine learning and AI‘ helps teachers understand and explain the types of problems that ML can help to solve, discuss how AI is changing the world, and think about the ethics of collecting data to train a ML model.
Teaching young people to understand data-driven AI technologies means teaching them thinking skills that are different to those needed to understand rule-based computer systems. You can read about these Computational Thinking 2.0 skills in our Quick Read PDF.
As Grab transitions to derive more valuable insights from our wealth of operational data, we are witnessing a steep increase in stream-processing applications. Over the past year, the number of Flink applications grew 2.5 times, driven by interest in real-time stream processing and the improved accessibility of developing such applications with Flink SQL. At this scale, it has become crucial for the internal Flink platform team to provide a cost-effective and self-service offering that supports users of diverse backgrounds.
Background: Flink at Grab
Flink at Grab is deployed in application mode, each pipeline has its own isolated resources for JobManager and TaskManager. Flink pipeline creators control both application logic and deployment configuration that affect throughput and performance, including OSS configurations:
Number of TaskManagers and task slots per TaskManager
CPU cores per TaskManager
Memory per TaskManager
As pipeline creation has become more accessible, users of different backgrounds (analyst, data scientist, engineers, etc.) often struggle to choose a set of configurations that work for their applications. Many go through a long process of trial and error and still end up over-provisioning their applications, leading to huge resource waste. Moreover, pipeline behavior changes over time due to changes in application logic or data pattern, invalidating previous efforts in tuning and causing users to repeat the exercise.
In this article, we focus on addressing the challenge of efficient CPU provisioning for TaskManagers, as CPU constraints are a common bottleneck in our clusters. Our solution specifically targets Flink applications sourcing data from our message bus system (eg. Kafka, Change Data Capture Streams, DynamoDB Streams) , which represents the majority of our use cases. These workloads offer significant opportunities for cost savings due to their clear seasonal patterns, making them an ideal starting point for optimising autoscaling strategies.
Limits of reactive autoscaling
Our initial reactive setup
Our first automated solution relied on Flink’s Adaptive Scheduler in Reactive Mode. In this mode, each Flink application is deployed as its own individual Flink cluster running a dedicated job. The cluster greedily uses all available TaskManagers and scales its job parallelism accordingly. Running on Kubernetes, the cluster relies on Horizon Pod Autoscaler (HPA) to scale the number of TaskManager pods based on metrics such as CPU usage or custom metrics such as the pipeline’s consumer latency. While this solution was helpful initially, we quickly observed multiple issues with it.
It is important to note that while the below issues can be solved by fine-tuning, it is a tedious trial and error effort that only works for specific applications, requiring users to repeat the process for every pipeline they own.
Restart spike: root cause of many issues
When autoscaling a Flink pipeline, the job restarts from the last checkpoint. This triggers an immediate spike in load, as the pipeline must reprocess records from the period between the last checkpoint and job restart, along with any new records that were backlogged at the source during the downtime. As a result, CPU usage and P99 consumer latency typically spikes after scaling events, for example, at 00:05 and 00:55, as shown in Figure 1. These spikes occur even though there is no change in source topic throughput. In this case, CPU usage surges from 0.5 cores to near provision limit of 2.5 cores, while consumer latency temporarily spiked from sub-second levels to as high as three minutes.
Figure 1: CPU usage and consumer latency spike after a pipeline restart.
Reactive spiral and fluctuation
Typically, HPA scales on metrics such as CPU usage, consumer latency, or backpressure crossing a defined threshold. The challenge arises if these thresholds are misconfigured. The HPA’s reactive nature, when combined with restart spikes, can become detrimental to your Flink application. It piles additional load onto a system that’s already degrading, further amplifying the problem.
Figure 2: A reactive scaling incident that demonstrates scaling fluctuations and restarts.
Figure 2 provides us a case study of reactive spiral and fluctuation, assuming we are having a pipeline that consumes a Kafka topic of 300 partitions:
07:00: As the source topic throughput increases, the P99 consumer latency rises due to insufficient processing power.
07:15: Reactive scaling is triggered, resulting in a scale out event. This is reflected in the increased TaskManager and task slot count. The pipeline continues to operate, as there is no increase in restart count.
07:30: As the P99 consumer latency remains high, reactive scaling continues to scale out incrementally. The records in rate by task rises rapidly as the pipeline reprocesses data from the checkpoint. During this period, the pipeline repeatedly restarts CPU usage drops significantly, and P99 consumer latency spikes to nearly one hour. This marks the onset of a spiral failure.
08:00: Reactive scaling reaches its upper limit of 300 slots, corresponding to the number of partitions in the source topic. This halts the spiral effect as it cannot scale out any further. Without disruption from autoscaling restart, the pipeline begins to process the backlog since the last successful checkpoint, as observed by the significant increase in records in rate by task. As the pipeline catches up, it eventually stabilizes, and the P99 consumer latency returns to normal levels.
08:30 – 10:15: The P99 consumer latency returns to normal levels, below the threshold. Reactive scaling triggers scale-in events despite the source topic throughput continuing to trend upward. During these scale-in events, P99 latency fluctuates, occasionally spiking up to 15 minutes. However, these fluctuations are not severe enough to prevent the repeated scale in process.
10:15: The P99 consumer latency rises again, triggering a scale-out event back to the upper limit of 300 slots.
11:15-11:45: Despite the source topic throughput maintaining an upward trend, the pipeline undergoes multiple scale-in events in quick succession, encounters latency issues due to reprocessing data from checkpoints, and scales out again shortly after. This is an example of fluctuation after scaling in, resulting in 6 restarts within a 30 minutes window.
Limited parallelism constraints
Even with HPA, we frequently encounter a bottleneck when trying to scale our applications’ throughput. This is primarily because some of our connectors, most notably the Kafka connector, don’t inherently support dynamic parallelism changes.
Kafka topics, by design, have a fixed number of partitions. This directly limits the number of parallel consumers we can run. Consequently, once we reach this maximum parallelism for our consumers, we often have to scale up resources, for example, increase memory/CPU per instance instead of scaling out (adding more instances).
Predictive Resource Advisor
Assumptions and hypothesis
To tackle the issue of reactive spirals and fluctuations, the new solution should have the following characteristics:
Vertical scaling: To tackle the issue of limited parallelism with our dependencies, we should be looking at vertical instead of horizontal scaling.
Predictive: Adjust CPU to scale up or down before demand spikes or dips occur, ensuring the system is prepared for changes in workload. This prevents artificial workload increases caused by processing backlogs on top of actual workload increase, further straining the system.
Deterministic: The CPU configuration must be precisely calculated based on the workload demand, ensuring predictable and consistent resource allocation. For a given workload, the calculated CPU value should remain the same every time, eliminating variability and uncertainty in scaling decisions.
Accurate: Determine the optimal CPU configuration required to handle workload demand in a single, precise calculation, avoiding the inefficiencies of multi-step, trial-and-error tuning.
Key observations
Our solution is conceptualized based on key observations of our Flink applications:
The CPU usage of Flink applications is primarily driven by the input load.
The input load of our Flink applications can be accurately forecasted using time-series forecasting techniques.
Time-based autoscaling that relies solely on historical CPU usage is not robust enough to adapt to evolving workloads. This approach also carries the risk of a negative self-amplifying feedback loop: each autoscaling restart causes a CPU usage spike (as illustrated in Figure 1), which, if anomalies are not properly handled, inflates subsequent CPU calculations.
Model formulation
We then formulate the relationship between CPU usage and input load using a regression model to provide a mathematical framework for predicting CPU requirements based on workload patterns, expressed as:
Ct = f(xt)
In this equation:
Ct represents the CPU required at a specific point in time.
xt represents the input workload at the corresponding point in time.
f() represents the regression function that maps the input load to the required CPU capacity.
Input load, represented by Kafka source topic throughput in our case, is chosen as the independent variable xt because it reflects true business demand and is entirely independent of Flink consumers. This metric is influenced solely by the business logic of upstream producers and remains unaffected by any changes or behaviors in the Flink consumer pipeline.
Proposed solution
Our predictive autoscaler operates through four key stages as shown in Figure 3.
Figure 3: The predictive autoscaling system operates through four key stages.
Stage 1: Workload forecast model
The workload forecast model is a time-series forecasting model trained on actual workload data, specifically source topic throughput from our Kafka cluster (1). This approach is particularly effective as our workload exhibits seasonal patterns. While historical data could be directly used as input for CPU prediction, time-series forecasting offers a more robust solution by enabling the model to account for organic traffic growth over time. Through periodic retraining, the model adapts to evolving workload trends, ensuring more accurate and reliable predictions for resource provisioning.
Stage 2: Resource prediction model
This follows the regression-based model Ct = f(xt) defined earlier. We use the same source topic throughput from our Kafka cluster (2a) as input feature xt, and the Flink application’s Kubernetes CPU usage metric (2b) as output label Ct for model training. To ensure clean and representative data for model training, we collect CPU usage metrics under conditions that simulate infinite resource availability. We include data exclusively from periods of continuous and stable operation, as determined by latency, uptime, and restart metrics (2b), eliminating biases caused by hardware limitations or disruptions.
Stage 3: Workload forecasting
To prepare for autoscaling, we forecast the workload for the future t-hour window (3) using our trained time-series forecast model.
Stage 4: Predict CPU usage
The forecasted workload (3) is fed into the resource prediction model to estimate the CPU usage required to handle that workload. The predicted value is then refined using custom safety feature adjustments to account for variability and ensure stability. This adjusted prediction is passed to the custom autoscaler controller, which evaluates the current CPU configuration of the TaskManager deployment. If the adjusted predicted value differs from the existing CPU configuration, the controller initiates vertical scaling to update the TaskManager deployment accordingly.
Proof of concept and results
Experiment setup
To validate our hypothesis, we present a deep dive into one of our experiments. This pipeline features complex business logic, aggregates from multiple Kafka sources, with a checkpoint interval of one minute and a maximum consumer latency of five minutes.
We set up an experimental pipeline with configurations identical to the production pipeline (the control). Both applications sourced data from the same Kafka topics but sank data to alternative topics to maintain isolation. The Predictive Resource Advisor was enabled on the experimental pipeline, while the control pipeline operated with fixed CPU provisioning.
Results
Figure 4 demonstrates a strong correlation between CPU usage (yellow, green) and the total Kafka topics throughput. The variable CPU provisioning (blue) for the experimental pipeline is calculated by our autoscaler models, which were trained exclusively on data collected from the experiment pipeline. The CPU usage trend of the experimental pipeline closely mirrors that of the control pipeline and remains aligned with the Kafka throughput trend. However, the experimental pipeline’s CPU provisioning is dynamically adjusted to more closely match its actual CPU usage, whereas the control pipeline maintains a static CPU allocation (purple). This illustrates the model’s effectiveness in dynamically adjusting CPU allocation to meet variable workload demands.
Figure 4: CPU usage closely correlates with source throughput for both the experimental and control pipelines.
Without autoscaler enabled, the control pipeline experienced no disruptions and maintained latency (blue) consistently below one second, which is not visible in Figure 5. On the other hand, the experiment pipeline latency (red) experienced a highest recorded peak latency of just over four minutes during a single disruption window. Other latency spikes observed were comparable to or lower than the three minutes peak latency previously identified as part of the restart spike issue analysis. The varied durations and amplitudes of these spikes showed some correlation with the heavy Kafka topic throughput during those periods. Importantly, there were only nine autoscaling events throughout the day, resulting in nine restarts for the experiment pipeline.
Figure 5: Autoscaling impacts service-level agreement requirements through latency spikes during scaling events.
Outcome
The Predictive Resource Advisor solution has been successfully deployed across more than 50% of applicable production applications, specifically those consuming from Kafka topics and exhibiting seasonal workload patterns with some tolerance for disruptions. This implementation has delivered significant results across three key areas, stability, efficiency, and user experience.
Stability
With autoscaling becoming more predictable and controllable, our Flink applications experience fewer disruptions caused by autoscaling fluctuations. The machine learning and predictive capabilities of the solution also ensure that applications remain operational during periods of increased workload by automatically learning and adapting to organic growth trends and workload surges.
Efficiency
Applications powered by the Predictive Resource Advisor demonstrated significant improvements in CPU provisioning, aligning CPU configuration more closely with actual requirements, particularly during low traffic periods. As a result of this optimization, on average, these applications made approximately >35% savings in cloud infrastructure cost.
User experience
The solution has simplified the deployment process for users, allowing them to simply deploy Flink applications with default configurations. The Predictive Resource Advisor automatically collects data, trains autoscaling models, and applies configuration changes, thus eliminating the need for manual fine-tuning. This significantly enhances the user experience by streamlining pipeline maintenance and enabling self-service capabilities, such as effortless onboarding. It empowers users to explore and derive value from real-time features with minimal effort.
What’s next?
Our journey doesn’t stop here. We’re continuously working to enhance our predictive autoscaler, with the following key areas of focus:
Tackling memory configuration (Predictive Resource Advisor’s next frontier)
Memory is critical yet often misconfigured that can lead to unrecoverable failures for example, OOMKilled. Our next major goal for the Predictive Resource Advisor is to take on memory tuning, completely removing the burden of complex memory configuration from our users and further empowering them.
Enhancing model accuracy
To further improve the robustness of our predictions, we are actively exploring advanced techniques in input feature engineering and anomaly detection, especially for workloads exhibiting frequent bursting patterns. By refining these aspects, we aim to extend the applicability of our solution to a broader range of Flink applications, including those connected to diverse sources such as change data capture systems or batch-like, spiky workloads, such as the Flink applications powering our real-time data lake.
Streamlining model training
We’re developing a more efficient model training workflow. A particularly exciting avenue we’re investigating is the use of pretrained time-series forecasting models based on large language model architectures.
Grab is a leading superapp in Southeast Asia, operating across the deliveries, mobility and digital financial services sectors. Serving over 800 cities in eight Southeast Asian countries, Grab enables millions of people everyday to order food or groceries, send packages, hail a ride or taxi, pay for online purchases or access services such as lending and insurance, all through a single app. Grab was founded in 2012 with the mission to drive Southeast Asia forward by creating economic empowerment for everyone. Grab strives to serve a triple bottom line – we aim to simultaneously deliver financial performance for our shareholders and have a positive social impact, which includes economic empowerment for millions of people in the region, while mitigating our environmental footprint.
Powered by technology and driven by heart, our mission is to drive Southeast Asia forward by creating economic empowerment for everyone. If this mission speaks to you, join our team today!
Catwalk is Grab’s machine learning (ML) model serving platform, designed to enable data scientists and engineers in deploying production-ready inference APIs. Currently, Catwalk powers hundreds of ML models and online deployments. To accommodate this growth, the platform has adapted to the rapidly evolving machine learning technology landscape. This involved progressively integrating support for multiple frameworks such as ONNX, PyTorch, TensorFlow, and vLLM. While this approach initially worked for a limited number of frameworks, it soon became unsustainable as maintaining various inference engines, ensuring backward compatibility, and managing deprecated legacy components (such as the ONNX server) introduced significant technical debt. Over time, this resulted in degraded platform performance: with increased latency, reduced throughput, and escalating costs. These issues began to impact users, as larger models could no longer be served efficiently or cost-effectively by legacy components. Recognising the need for change, the team revisited the platform’s design to address these challenges.
Evaluation and implementation
After evaluating other industry-leading model serving platforms and studying best practices, we decided to conduct an in-depth analysis of NVIDIA Triton. Triton offers significant advantages as an inference engine, including:
Multi-framework support: Compatibility with major ML frameworks, including ONNX, PyTorch, and TensorFlow, ensuring versatility and broad applicability.
Unified inference interface: Provides a single, consistent API for various ML frameworks, simplifying user interaction and reducing overhead when switching between models or frameworks.
Hardware optimisation: Optimised for NVIDIA GPUs, Triton delivers strong performance on CPU-only environments and specialised instances like AWS Inferentia.
Up-to-date support: Continuously updated by upstream to support the latest optimisation and features from upstream ML frameworks, ensuring access to cutting-edge capabilities.
Advanced inference features: Includes capabilities like dynamic batching and model ensembling (model pipelining), which enhances throughput and efficiency for complex ML workflows.
Our extensive benchmarking demonstrated that NVIDIA Triton delivers substantial enhancements in both performance and service stability compared to our existing solutions.
We are now working towards consolidating the various inference engines we manage into a unified, all-in-one Triton engine, beginning with ONNX adoption as the first phase of implementation.
In this blog, we aim to share our journey of adopting Triton. From initial benchmarking results on one of Grab’s core models facing performance challenges, to the development of the “Triton manager”, a component designed to integrate Triton into our platform seamlessly and with minimal user disruption. Ultimately, more than 50% of online deployments were successfully migrated to Triton, with some of our critical systems achieving a 50% improvement in tail latency.
Exploratory benchmark results
We conducted rigorous testing of Triton against our existing ONNX server under varying levels of request traffic.
Table 1: Benchmark results of Triton against Catwalk ONNX server.
During testing with a transformer-based model, Triton demonstrated the ability to handle at least 5 times the traffic while maintaining excellent latency. Additionally, its performance was further enhanced with features like batching enabled, and there is potential for even greater optimisation by converting the model to TensorRT, leveraging GPU support.
Through profiling, we learned that a handful of ONNX Runtime knobs have an outsized impact on throughput. One low-effort, high-return tweak is to set the intra-op thread count to match the number of physical CPU cores. In most cases, this single change yields a healthy performance lift, sparing us from time-consuming, model-by-model micro-optimisation.
Adopting Triton at scale
While the benchmark results clearly demonstrate Triton’s advantages, the primary challenge was ensuring a seamless migration, ideally with minimal user reactions. Given the high frequency of migrations within our company, even exceptional performance improvements are often insufficient to fully motivate internal users to adopt new systems. From our point of view, a successful migration required:
Maintaining API compatibility with existing systems.
Ensuring zero-downtime.
Preserving all existing functionality while adding new capabilities.
Minimising disruption to downstream services and users.
To streamline the migration process, we opted to manage it centrally within our platform, rather than relying on individual users to address the details themselves.
We landed on the idea of offering Triton to our users as a drop-in replacement for the old server, with the help of a new component, “Triton manager”. The Triton manager is a critical component that glues Triton to the Catwalk ecosystem. It consists of two major components: Triton server manager and Triton proxy.
Triton server manager is designed as the entry point of our Catwalk Triton. It downloads the model from remote storage, runs verification on the model files, prepares per-model configurations based on users’ customisation, and lastly it launches the Triton server. It also periodically checks the server’s health and provides observability overlooking the server’s status.
Triton proxy provides backward compatibility to the existing clients. It hosts endpoints that translate requests from the older API and forward them to the Triton server. The proxy layer plays a crucial role in facilitating a seamless transition from our legacy servers, eliminating the need for user code changes. The conversion logic is designed to prioritise performance, ensuring minimal overhead. Extensive benchmarks were conducted during development to validate and optimise its efficiency.
Figure 1: High-level architecture for Triton Inference Server (TIS) deployment at Catwalk.
Finally, a special mode in the Triton server manager is implemented to allow the Triton Inference Server (TIS) to be backward compatible with the command line interface of the existing ONNX runtime server used in Catwalk.
We plan to enhance the Triton Manager to ensure backward compatibility with other ML frameworks, as part of our efforts to onboard additional frameworks seamlessly.
Rollout result
Within just 10 days of Triton’s availability, we successfully rolled it out to over 50% of our online model deployments. Thanks to rigorous testing for backward compatibility, the rollout was seamless, with most users unaware of the transition while benefiting from the improved performance.
Triton’s impacts on critical models
Figure 2: Latency before and after rollout in ms. Blue line: XGBoost-based model. Orange line: transformer-based model. Solid line: average. Dashed line: p99
We’ve observed significant performance improvements in our business-critical models that have high demands for stability. Latency improvements were consistently observed in all models, especially in the models that suffered from highly volatile request traffic. For some larger transformer models, the p90 latency decreased dramatically from 120ms to 20ms, and the average latency remained steady at 4ms. Smaller XGBoost models maintained their average latency at 2ms across regions.
Figure 3: Number of pods, before (blue line) and after (purple line) rollout in another model.
Triton has delivered significant cost savings for certain models, with some achieving over 90% reductions due to its advanced optimisations. These improvements have come alongside enhanced performance and reliability.
It is worth noting that Triton was initially rolled out with limited capabilities to prioritise backward compatibility and ensure a seamless migration. However, we’ve noticed that higher tail latency still remains an issue when facing request spikes for larger models in production. To address this, we are working on enabling batching through Triton to minimise tail latency during traffic surges. This effort will involve close collaboration with model owners to optimise the capacity of each Triton instance further.
Early cost impact of the migration
To gauge the financial upside of migrating to Triton, we took a snapshot of 11 production ML services that had already completed the migration. For every ML service, we compared its infrastructure spend over the 14 days before the cut-over with the 14 days after.
Despite the staggered migration dates, the trend was uniform: average spend fell by ~ 20% across this small cohort within 14 days. As more models and applications migrate, we expect the absolute dollar savings to scale proportionally.
Takeaways
Initial results are aligned with our benchmarks for the Triton migration. With improved performance and cost reduction, we expect model owners to either upgrade their model sizes or allow for higher Queries Per Second (QPS). While making further progress with the overall Triton migration, the model serving platform team will continue to monitor cost differences and provide consultation to model owners who seek further optimisation for their deployments.
Another key takeaway is the painless migration of Triton for our internal users. Rather than asking internal users to make necessary code changes, our team dedicated significant time to providing Triton as a drop-in inference engine to minimise any inconvenience of migration.
Big appreciation to Shengwei Pang from the Geo team, Khai Hung Do, Nhat Minh Nguyen, and Siddharth Pandey from the Catwalk team, along with Richard Ryu from the PM team and Padarn George Wilson for the sponsorship.
Join us
Grab is a leading superapp in Southeast Asia, operating across the deliveries, mobility and digital financial services sectors. Serving over 800 cities in eight Southeast Asian countries, Grab enables millions of people everyday to order food or groceries, send packages, hail a ride or taxi, pay for online purchases or access services such as lending and insurance, all through a single app. Grab was founded in 2012 with the mission to drive Southeast Asia forward by creating economic empowerment for everyone. Grab strives to serve a triple bottom line – we aim to simultaneously deliver financial performance for our shareholders and have a positive social impact, which includes economic empowerment for millions of people in the region, while mitigating our environmental footprint.
Powered by technology and driven by heart, our mission is to drive Southeast Asia forward by creating economic empowerment for everyone. If this mission speaks to you, join our team today!
As data and data-driven technologies become a bigger part of everyday life, it’s more important than ever to make sure that young people are given the chance to learn data science concepts and skills.
David WeintropRotem Israel-FishelsonPeter F Moon
In our April research seminar, David Weintrop, Rotem Israel-Fishelson, and Peter Moon from the University of Maryland introduced API Can Code, a data science curriculum designed with high school students for high school students. Their talk explored how their innovative work uses real-world data and students’ own experiences and interests to create meaningful, authentic learning experiences in data science.
Quick note for educators: Are you interested in joining our free, exploratory data science education workshop for teachers on 10 July 2025 in Cambridge, UK? Then find out the details here.
David started by explaining the motivation behind the API Can Code project. The team’s goal was not to turn students into future data scientists, but to offer students the data literacy they need to explore and critically engage with a data-driven world.
The work was also guided by a shared view among leading teachers’ organisations that data science should be taught across all subjects in the K–12 curriculum. It also draws on strong research showing that when educational experiences connect with students’ own lives and interests, it leads to deeper engagement and better learning outcomes.
Reviewing the landscape
To prepare for the design of the curriculum, David, Rotem, and Peter wanted to understand what data science education options already exist for K–12 students. Rotem described how they compared four major K–12 data science curricula and examined different aspects, such as the topics they covered and the datasets they used. Their findings showed that many datasets were quite small in size, and that the datasets used were not always about topics that students were interested in.
The team also looked at 30 data science tools used across different K–12 platforms and analysed what each could do. They found that tools varied in how effective they were and that many lacked accessibility features to support students with diverse learning needs.
This analysis helped to refine the team’s objective: to create a data science curriculum that students find interesting and that is informed by their values and voices.
Participatory design
To work towards this goal, the team used a methodology called participatory design. This is an approach that actively involves the end users — in this case, high school students — in the design process. During several in-person sessions with 28 students aged 15 to 18 years old, the researchers facilitated low-tech, hands-on activities exploring the students’ identities and interests and how they think about data.
One activity, Empathy Map, involved students working together to create a persona representing a student in their school. They were asked to describe the persona’s daily life, interests, and concerns about technology and data:
The students’ involvement in the design process gave the team a better understanding of young people’s views and interests, which helped create the design of the API Can Code curriculum.
API Can Code: three units, three key tools
Peter provided an overview of the API Can Code curriculum. It follows a three-unit flow covering different concepts and tools in each unit:
Unit 1 introduces students to different types of data and data science terminology. The unit explores the role of data in the students’ daily lives, how use and misuse of data can affect them, different ways of collecting and presenting data, and how to evaluate databases for aspects such as size, recency, and trustworthiness. It also introduces them to RapidAPI, a hub that connects to a wide range of APIs from different providers, allowing students to access real-world data such as Zillow housing prices or Spotify music data.
Unit 2 covers the computing skills used in data science, including the use of programming tools to run efficient data science techniques. Students learn to use EduBlocks, a block-based programming environment where students can draw in JSON files from RapidAPI datasets, and process and filter data without needing a lot of text-based programming skills. The students also compare this approach with manual data processing, which they discover is very slow.
Unit 3 focuses on data analysis, visualisation, and interpretation. Students use CODAP, a web-based interactive data science tool, to calculate summary statistics, create graphs, and perform analyses. CODAP is a user-friendly but powerful platform, making it perfect for students to analyse and visualise their data sets. Students also practise interpreting pre-made graphs and the graphs and statistics that they are creating.
Peter described an example activity carried out by the students, showing how these three units flow together and build both technical skills and an understanding of the real-world uses of data science. Students were tasked with analysing a dataset from Zillow, a property website, to explore the question “How much does a house in my neighbourhood cost?” The images below show the process the students followed, which uses the data science skills and tools from all three units of the curriculum.
Click on an image to enlarge it.
Interest-driven learning in action
A central tenet of API Can Code is that students should explore data that matters to them. A diverse range of student interests was identified during the design work, and the curriculum uses these areas of interest, such as music, movies, sports, and animals, throughout the lessons.
The curriculum also features an open-ended final project, where students can choose a research question that is important to them and their lives, and answer it using data science skills.
The team shared two examples of memorable final projects. In one, a student set out to answer the question “Is Jhené Aiko a star?” The student found a publicly available dataset through an API provided by Deezer, a music streaming platform. She wrote a program that retrieved data on the artist’s longevity and collaborations, analysed the data, and concluded that Aiko is indeed a star. What stood out about this project wasn’t just the fact that the student independently defined stardom and answered their research question using real data, but that this was a truly personal, interest-driven project. David noted that the researchers could never have come up with this activity, since they had never previously heard of Jhené Aiko!
Jhené Aiko, an R&B singer-songwriter (Photo by Charito Yap, licensed under CC BY-ND 2.0)
Another student’s project analysed data about housing in Washington DC to answer the question “Which ward in DC has the most affordable houses?” Rotem explained that this student was motivated by her family thinking about moving away from the city. She wanted to use her project to persuade her parents to stay by identifying the most affordable ward in DC that they could move to. She was excited by the outcome of her project, and she presented her findings to other students and her parents.
These projects underscore the power of personally important data science projects driven by students’ interests. When students care about the questions they are exploring, they’re more invested in the process and more likely to keep using the skills and concepts they learn.
Resources
API Can Code is available online and completely free to use. Teachers can access lesson plans, tutorial videos, assessment rubrics, and more from the curriculum’s website https://apicancode.umd.edu/. The site also provides resources to support students, including example programs and glossaries.
Join our next seminar
In our current seminar series, we’re exploring teaching about AI and data science. Join us at our next seminar on Tuesday, 17 June from 17:00 to 18:30 BST to hear Netta Iivari (University of Oulu) introduce transformative agency and its importance for children’s computing education in the age of AI.
To sign up and take part in our research seminars, click below:
Are you a teacher who is interested in data science education for key stage 5 (age 16 to 18)? Then we invite you to join our free, in-person workshop exploring the topic, taking place in Cambridge, UK on 10 July 2025.
You will be among the very first educators to see some of our first test activities for teacher training to build data science concepts, and your contributions will feed into our future work. Sign up by 20 June to take part.
Data science: What do we need to teach school-age learners?
Current artificial intelligence (AI) methods, especially machine learning (ML), rely heavily on data. While young people learn mathematics, and some statistics, at school, data science concepts are not commonly taught.
To complement our work on AI literacy, we have been investigating what data science teaching resources and education research are currently available.
Our goals for this work are:
To work out what data science concepts may need to be taught in schools, initially with a focus on key stage 5
To develop related teacher professional development and classroom resources
Join us to discuss data science education
If you are interested in data science education for young people, and maybe even have experience of teaching it to learners aged 16 to 18 in your school (in any subject, including computer science, social sciences, mathematics, statistics, and ethics), please join our free workshop on Thursday 10 July in our office in Cambridge. We are able to reimburse some travel expenses.
At the workshop:
We would love to hear about your experience of teaching any elements of data science
We will share some exploratory concept building activities with you and discuss them together
You’ll be the first group of working teachers we will share these activities with — your feedback will be invaluable, and you’ll have the chance to shape our work going forward.
You will then receive more information from us by 27 June. Spaces in the workshop are limited, so please do not book any travel until we confirm your space.
We’re looking forward to shaping the future of data science education with you.
In the blog our previous introduction to the SOP-driven LLM Agent Framework, we the potential of LLM agent framework to revolutionise business operations was discussed. Now, we’re excited to explore a compelling use case: automating Account Takeover (ATO) investigations in Risk Operations (RiskOps). This framework has significantly reduced manual effort, improved efficiency, and minimised errors in the investigation process, setting a new standard for secure and streamlined operations.
The challenge in RiskOps
Traditionally, ATO investigations have been fraught with challenges due to their complexity and the manual effort required. Analysts must sift through vast amounts of data, cross-referencing multiple systems and executing numerous SQL queries to make informed decisions. This process is not only labor-intensive but also susceptible to human error, which can lead to inconsistencies and potential security breaches.
The manual approach often involves:
Time-consuming data analysis: Analysts spend significant time gathering and interpreting data from disparate sources, leading to delays and inefficiencies.
Decision fatigue: Continuous decision-making in a high-pressure environment can result in oversight or errors, especially when relying on predefined thresholds without adaptive insights.
Resource constraints: The need for specialised skills to handle SQL queries and interpret complex patterns limits the scalability of the process.
These challenges highlight the need for a more efficient, reliable, and scalable solution.
Leveraging the SOP agent framework
Our framework transforms the ATO investigation process by mirroring manual workflows while leveraging advanced automation.
At its core, a Standard Operating Procedure (SOP) guides the investigation process. This comprehensive SOP, is designed with an intuitive tree structure. It outlines the sequence of investigative actions, required data for each step, necessary SQL queries and external function calls, as well as decision criteria guiding the investigation. Figure 1 shows the example of ATO investigation SOP.
Figure 1: Example of fictional ATO investigation SOP
The SOP is written in natural language in an indentation format. Users can easily define SOPs using an intuitive editor. This format also clearly denotes the specific functions or queries associated with each step in the SOP. The @function_name notation (eg. @IP_web_login_history) makes it easy to identify where external calls are made within the process, highlighting the integration points between the SOP-driven LLM agent framework and the existing systems or databases.
Dynamic execution
The dynamic execution engine consists of the SOP planner and the Worker Agent, working in tandem to drive efficient operations. The SOP planner serves as the navigator, guiding the investigation’s path by generating the necessary SOP steps and determining the appropriate APIs to call. It uses a structured execution approach inspired by Depth-First Search (DFS) to ensure thorough and systematic processing. Meanwhile, the Worker Agent acts as the executor, interpreting the JSON-formatted SOPs, invoking required APIs or SQL queries, and storing results. This continuous interplay between the SOP planner and the Worker Agent establishes an efficient feedback loop, propelling the investigation forward with precision and reliability.
The automated investigation process begins at the root of the SOP tree and methodically progresses through each defined step. At each juncture, the system executes specified SQL queries as needed, retrieving and analysing relevant data. Based on this analysis, the framework evaluates step specific criteria and makes informed decisions that guide subsequent steps. This iterative process allows the investigation to delve as deeply into the data as the SOP dictates, ensuring both thoroughness and efficiency.
As the investigation concludes, having completed all of the steps, the framework enters its final phase. It compiles a comprehensive summary of the entire process, synthesising all gathered information to generate a final decision. The culmination of this process is a detailed report that encapsulates the investigation’s findings and provides clear, actionable conclusions.
This automated approach combines the best of human expertise with computational efficiency. It maintains the depth and detail of a human-conducted investigation while leveraging the speed and consistency of automation. The result is a powerful tool that can handle complex investigations with precision and reliability, making it an invaluable asset in various fields requiring thorough and systematic analysis.
Figure 2: Example of dynamic execution
Efficiency, impact and future potential
The SOP-driven LLM agent framework has demonstrated remarkable efficiency and impact in automating RiskOps processes. By automating data handling and leveraging AI to adapt to emerging patterns, the framework has significantly reduced manual tasks and streamlined operations. Figure 3 shows an example of an automated RiskOps process integrated with Slack.
Figure 3: Slack integration
Key achievements of automating RiskOps process:
Reduction in handling time from 22 to 3 minutes per ticket.
Automation of 87% of ATO cases since launch.
Achievement of a zero-error rate, enhancing both efficiency and security.
These results not only demonstrate the framework’s effectiveness in streamlining RiskOps but also provide stakeholders with increased confidence in the security and reliability of their operations.
The success of the framework in automating ATO investigations opens the door to a wider range of applications across various sectors. By adapting the framework to different processes, organisations can achieve similar improvements in efficiency and reliability, leading to a more responsive and agile business environment.
Conclusion
The SOP-driven LLM agent framework is more than an automation tool. It’s a catalyst for transforming enterprise operations. By applying it to ATO investigations, we’ve demonstrated its potential to enhance efficiency, reliability, and security. As we continue to explore its capabilities, we anticipate unlocking new levels of productivity and innovation across industries.
We look forward to sharing more as we explore how this groundbreaking framework can be applied to various challenges, helping organisations navigate the complexities of modern operations with confidence and precision.
Join us
Grab is a leading superapp in Southeast Asia, operating across the deliveries, mobility and digital financial services sectors. Serving over 800 cities in eight Southeast Asian countries, Grab enables millions of people everyday to order food or groceries, send packages, hail a ride or taxi, pay for online purchases or access services such as lending and insurance, all through a single app. Grab was founded in 2012 with the mission to drive Southeast Asia forward by creating economic empowerment for everyone. Grab strives to serve a triple bottom line – we aim to simultaneously deliver financial performance for our shareholders and have a positive social impact, which includes economic empowerment for millions of people in the region, while mitigating our environmental footprint.
Powered by technology and driven by heart, our mission is to drive Southeast Asia forward by creating economic empowerment for everyone. If this mission speaks to you, join our team today!
We’re excited to introduce an innovative Large Language Model (LLM) agent framework that reimagines how enterprises can harness the power of AI to streamline operations and boost productivity. At its core, this framework leverages Standard Operating Procedures (SOPs) to guide AI-driven execution, ensuring reliability and consistency in complex processes. Initial evaluations have shown remarkable results, with over 99.8% accuracy in real-world use cases. For example, the framework has powered solutions like the Account Takeover Investigations (ATI) bot, which achieved a 0 false rate while reducing investigation time from 23 minutes to just 3, automating 87% of cases. The fraud investigation use case also reduced the average handling time (AHT) by 45%, saving over 300 man-hours monthly with a 0 false rate, demonstrating its potential to transform even the most intricate enterprise operations with a high degree of accuracy.
The framework’s capabilities extend far beyond just accuracy, it offers a versatile suite of tools that revolutionise automation and app development, enabling AI-powered solutions up to 10 times faster than traditional methods.
The power of SOPs in AI automation
Traditional agent-based applications often use LLMs as the core controller to navigate through standard operating procedure (SOPs). However, this approach faces several challenges. LLMs may make incorrect decisions or invent non-existent steps due to hallucination. As generative models, they struggle to consistently produce results in a fixed format. Moreover, navigating complex SOPs with multiple branching pathways is particularly challenging for LLMs. These issues can lead to inefficiencies and inaccuracies in implementing business operations, especially when dealing with intricate, multi-step procedures.
Our framework addresses these challenges head-on by leveraging the structure and reliability of SOPs. We represent SOPs as a tree, with nodes encapsulating individual actions or decision points. This structure supports both sequential and conditional branching operations, mirroring the hierarchical nature of real-world business processes.
To make this powerful tool accessible to all, we’ve developed an intuitive SOP editor that allows non-technical users to easily define and visualise complex workflows. These visual representations are then converted into a structured, indented format that our system can interpret and execute efficiently.
Figure 1: SOP editor in our framework
The example above demonstrates how our framework transforms the customer support process by mirroring manual workflows while leveraging advanced automation. The SOP is written in natural language using an indentation format, making it easy for users to define and understand. The @function_name (@get_order_detail) notation clearly identifies where external calls are made within the process, highlighting the integration points between the SOP-driven LLM agent framework and existing systems or databases.
The magic behind the scenes
The framework’s strength lies in the synergy between three key components: the planner module, LLM-powered worker agent, and user agent. This intelligent trio works in harmony to deliver a seamless, efficient, and adaptable automation experience.
The planner module employs a Depth-First Search (DFS) algorithm to navigate the SOP tree, ensuring thorough execution with step-by-step prompt generation and sophisticated backtracking mechanisms. The LLM-powered worker agent dynamically updates its understanding and makes decisions based on the most current information. Our approach tackles hallucination and improves efficiency through context compression and strategic limitation of available Application Programming Interface tools (APIs). The framework’s dynamic branching capability allows for adaptive navigation based on real-time data and analysis.
Serving as the primary user interface, the user agent offers multilingual interaction, accurate intent identification, and seamless handling of out-of-order scenarios.
By combining structured SOPs with flexible LLM-powered agents and advanced algorithmic approaches, our framework adeptly handles complex, real-world scenarios while maintaining reliability and consistency. This innovative architecture effectively mitigates common LLM challenges, resulting in a robust system capable of navigating intricate business processes with high accuracy and adaptability.
Beyond SOPs: A suite of powerful features
While SOPs form the backbone of our framework, we’ve incorporated several other cutting-edge features to create a truly comprehensive solution. Our Graph Retrieval-Augmented Generation (GRAG) pipeline enhances information retrieval and content generation tasks, allowing for more accurate and context-aware responses. The workflow feature enables chaining multiple plugins together to handle complex processes effortlessly, improving efficiency across various departments.
Our plugin system seamlessly integrates with various technologies such as API, Python, and SQL, providing the flexibility to meet diverse needs. Whether you’re an engineer coding in Python, a data analyst working with SQL, or a risk operations specialist, our plugin system adapts to your preferred tools. Additionally, our playground feature allows users to develop, test, and refine LLM applications easily in an interactive environment, supporting the latest multi-modal APIs for accelerated innovation.
Figure 2: Workflow builder feature in our framework
Empowering teams through versatility and accessibility
Our framework is designed to empower teams across the organisation. The multilingual capabilities of our user agent ensure that language barriers don’t hinder adoption or efficiency. For scenarios requiring human intervention, we’ve implemented a state stack that allows for pausing and resuming execution seamlessly. This feature ensures that complex processes can be handled with the right balance of automation and human oversight.
Security and transparency at the forefront
In an era where data security and process transparency are paramount, our framework doesn’t fall short. It’s designed with a security-first approach, ensuring granular access control so that users only access information they’re authorised to see. Additionally, we provide detailed logging and visualisation of each execution, offering complete explainability of the automation process. This level of transparency not only aids in troubleshooting but also helps in building trust in the AI-driven processes across the organisation.
Looking ahead
As we continue to refine and expand this LLM agent framework, we’re excited to explore its potential across different industries. We’ll be sharing more about each of these features in the future and showcase how they can be leveraged to solve specific business challenges and explore real-world applications.
Look forward to more in-depth explorations of the framework’s capabilities, use cases, and technical innovations. With this revolutionary approach, you’re not just automating tasks – you’re transforming the way your enterprise operates, unleashing the true power of LLM in your organisation.
Join us
Grab is a leading superapp in Southeast Asia, operating across the deliveries, mobility and digital financial services sectors. Serving over 800 cities in eight Southeast Asian countries, Grab enables millions of people everyday to order food or groceries, send packages, hail a ride or taxi, pay for online purchases or access services such as lending and insurance, all through a single app. Grab was founded in 2012 with the mission to drive Southeast Asia forward by creating economic empowerment for everyone. Grab strives to serve a triple bottom line – we aim to simultaneously deliver financial performance for our shareholders and have a positive social impact, which includes economic empowerment for millions of people in the region, while mitigating our environmental footprint.
Powered by technology and driven by heart, our mission is to drive Southeast Asia forward by creating economic empowerment for everyone. If this mission speaks to you, join our team today!
The transformative world of Generative AI (GenAI), which refers to artificial intelligence systems capable of creating new content such as text, images, or music that is similar to human-generated content, has become integral to innovation, powering the next generation of AI-enabled applications. At Grab, it is crucial that every Grabber has access to these cutting-edge technologies to build powerful applications to better serve our customers and enhance their experiences. Grab’s AI Gateway aims to provide exactly this. The gateway seamlessly integrates AI providers like OpenAI, Azure, AWS (Bedrock), Google (VertexAI) and many other AI models, to bring seamless access to advanced AI technologies to every Grabber.
Why do we need Grab AI Gateway?
Before we begin implementing Grab AI Gateway in our work process, it is important for us to understand the limitations as well as the solutions that Grab AI Gateway provides. Failure to properly implement Grab AI Gateway could lead to roadblocks in development which negatively affect user experience.
Streamline access
Each AI provider has its own way of authenticating their services. Some providers use key-based authentication while others require instance roles or cloud credentials. Grab AI Gateway provides a centralised platform that only requires a one-time provider access setup. Grab AI Gateway removes the effort of procuring resources and setting up infrastructure for AI services, such as servers, storage, and other necessary components.
Enables experimentation
By providing a simple unified way to access different AI providers, users can experiment with various Large Language Models (LLMs) and choose the one best suited for their task.
Cost-efficient usage
Many AI providers allow purchasing of reserved capacity to provide higher throughput and improve cost effectiveness. However, services that require reservation or pre-purchases over a commitment period can lead to wastage.
Grab AI Gateway overcomes this problem and minimises wastage with a shared capacity pool. A deprecated service would simply free up bandwidth for a new service to utilise. Additionally, Grab AI Gateway provides a global view of usage trends to help platform teams make informed decisions on reallocating reserved capacity according to demand and future trends (eg. an upcoming model replacing an old one).
Auditing
A central setup ensures that use cases undergo a thorough review process to comply with the privacy and cyber security standards before being deployed in production. For instance, a Q&A bot with access to both restricted and non-restricted data could inadvertently reveal sensitive information if authorisation is not set up properly. Therefore, it is important that use cases are reviewed to ensure they follow Grab’s standard for data privacy and protection.
Platformisation benefits
Proper implementation of a central gateway provides platformisation benefits like:
Reduced operational costs.
Centralised monitoring and alerts.
Cost attribution.
Control limits like maximum QPS and cost cap.
Enforce guardrail and safety from prompt injection.
Architecture and design
At its core, the AI Gateway is a set of reverse proxies to different external AI providers like Azure, OpenAI, AWS, and others. From the user’s perspective, the AI Gateway acts like the actual provider where users are only required to set the correct base URLs to access the LLMs. The gateway handles functionalities like authentication, authorisation, and rate limiting, allowing users to solely focus on building GenAI enabled applications.
To form the basis of identity and access management (IAM) in the gateway, API key can be requested by the user for exploration (short-term personal key) or production (long-term service key) usage. The gateway implements a request path based authorisation where certain keys can be granted access to specific providers or features. Once authenticated, the AI Gateway replaces the internal key in request with the provider key and executes the request on behalf of the user.
The AI Gateway is designed with a minimalist approach, often serving as a lightweight interface between the user and the provider, intervening only when necessary. This has enabled us to keep up with the pace of innovation in the field and to continue expanding the provider catalogue without increasing the ops burden. Similar to requests, responses from the provider are returned to the user with no to minimal processing time. The gateway is not limited to only chat completion API. It exposes other APIs like embedding, image generation, and audio along with functionalities like fine-tuning, file storage, search, and context caching. The gateway also provides access to in-house open source models. This provides a taste of open source software (OSS) capabilities that users can later decide to deploy a dedicated instance using Catwalk’s VLLM offering.
Figure 1: High level architecture of AI Gateway
User journey and features
Onboarding process
GenAI based applications come with inherent risks like generating offensive or incorrect output and hostile takeover by malicious actors. As software practices and security standards for building GenAI applications are still evolving, it is important for users to be aware of the potential pitfalls. As AI Gateway is the de facto way to access this technology, the platform team shares the responsibility of building such awareness and ensuring compliance. The onboarding process includes a manual review stage. Every new use case requires a mini-RFC (Request For Comments) and a checklist that is reviewed by the platform team. In certain cases, an in-depth review by the AI Governance task force may be requested. To reduce friction, users are encouraged to build prototypes and experiment with APIs using “exploration keys”.
Exploration keys
At Grab, every Grabber is encouraged to use GenAI technologies to improve productivity and to experiment and learn within this field. The gateway provides exploration keys to make it easier for users to experiment with building chatbots and Retrieval Augmented Generation (RAG). These keys can be requested by Grabbers through a Slack bot. The keys are short-lived with a validity period of a few days, stricter rate limit restrictions, and access limited to only the staging environment. Exploration keys are highly popular, with more than 3,000 Grabbers requesting the key to experiment with APIs.
Unified API interface
In addition to provider specific interface, the gateway also offers a single interface to interact with multiple AI providers. For users, this lowers the barrier of experimenting between different providers/models, as they do not need to learn and rewrite their logic for different SDKs. Providers can be switched simply by changing the “model” parameter in the API request. This also enables easy setup of fallback logic and dynamic routing across providers. Based on popularity, the gateway uses the OpenAI API scheme to provide the unified interface experience. The API handler translates the request payload to the provider specific input scheme. The translated payload is then sent to reverse proxies. The returned response is translated back to the OpenAI response scheme.
Figure 2: Unified Interface Logic
Dynamic routing
The AI Gateway plays a crucial role in maintaining usage efficiency of various reserved instance capacities. It provides the control points to dynamically route requests for certain models to a different albeit similar model backed by a reserved instance. Another frequent use case is smart load balancing across different regions to address region-specific constraints related to maximum available quotas. This approach has helped to minimise rate limiting.
Auditing
The AI Gateway records each call’s request, response body, and additional metadata like token usage, URL path, and model name into Grab’s data lake. The purpose of doing so is to maintain a trail of usage which can be used for auditing. The archived data can be inspected for security threats like prompt injection or potential data policy violations.
Cost attribution
Allocating costs to each use case is important to encourage responsible usage. The cost of calling LLMs tends to increase at higher request rates, therefore understanding the incurred cost is crucial to understanding the feasibility of a use case. The gateway performs cost calculations for each request once the response is received from the provider. The cost is archived in the data lake along with an audit trail. For async usages like fine-tuning and assisting, the cost is calculated through a separate daily job. Finally, a job aggregates the cost for each service which is used for reporting on dashboards and showback. In addition, alerts are configured to notify if a service exceeds the cost threshold.
Rate limits
AI Gateway enforces its own rate limit on top of the global provider limits to make sure quotas are not consumed by a single service. Currently, limits are enforced on the request rate at the key level.
Integration with the ML Platform
At Grab, the ML platform serves as a one-stop shop, facilitating each phase of the model development lifecycle. The AI Gateway is well integrated with systems like Chimera notebooks used for ideation/development to Catwalk for deployment. When a user spins up a Chimera notebook, an exploration key is automatically mounted and is ready for use. For model deployments, users can configure the gateway integration which sets up the required environment variables and mounts the key into the app.
Challenges faced
With more than 300 unique use cases onboarded and many of those making it to production, AI Gateway has gained popularity since its inception in 2023. The gateway has come a long way, with many refinements made to the UX and provider offerings. The journey has not been without its challenges. Some of the challenges have become more prominent as the number of apps deployed increases.
Keeping up with innovations
With new features or LLMs being released at a rapid pace, the AI Gateway development has required continuous dedicated effort. Reflecting on our experience, it is easy to get overwhelmed by a constant stream of user requests for each new development in the field. However, we have come to realise it is important to balance release timelines and user expectations.
Fair distribution of quota
Every use case has a different service level objective (SLO). Batch use cases require high throughput but can tolerate failures while online applications are sensitive to latency and rate limits. In many cases, the underlying provider resource is the same. The responsibility falls over to the gateway to ensure fair distribution based on criticality and requests per second (RPS) requirements. As adoption increases, we have encountered issues where batch usage interfered with the uptime of online services. The use of Async APIs does mitigate the issues, but not all use cases can adhere to turnaround time.
Maintaining reverse proxies
Building the gateway as a reverse proxy was a key design decision. While the decision has proven to be beneficial, it is not without its complexity. The design ensures that the gateway is compatible with provider-specific SDKs. However, over time, we have encountered edge cases where certain SDK functionalities do not work as expected due to a missing path in the gateway or a missing configuration. These issues are usually ironed out when caught and a suite of integration tests with SDKs are conducted to ensure there are no breaking changes before deploying.
Current use cases and applications
Today, the gateway powers many AI-enabled applications. Some examples include real time audio signal analysis for enhancing ride safety, content moderation to block unsafe content, and description generator for menu items and many others.
Internally, the gateway powers innovative solutions to boost productivity and reduce toil. A few examples are:
GenAI portal that is used for translation and language detection tasks, image generation, and file analysis.
Text-to-Insights for converting questions into SQL queries.
Incident management automation for triaging incidents and creating reports.
Support bot for answering user queries in Slack channels using a knowledge base.
What’s next?
As we continue to add more features, we plan to focus our efforts on these areas:
1. Catalogue
With over 50 AI models each suited for a specific task type, finding the correct model to use is becoming complex. Users are often unsure of the difference between models in terms of capabilities, latency, and cost implications. A catalogue can serve as a guideline by listing currently supported models along with the list of metadata like the input/output modality, token limits, provider quota, pricing, and reference guide.
2. Out of box governance
Currently, all AI-enabled services that process clear text input and output from customers require users to set up their own guardrails and safety measures. By creating a built-in support for security threats like prompt injection and guardrails for filtering input/output, we can save users significant effort.
3. Smarter rate limits
At the current time, the gateway supports basic request rate-based limits at key level. While this rudimentary offering has been proven useful, it has its limitations. More advanced rate limiting policies based on token usage or daily/monthly running costs should be introduced to enforce better and fairer limits. These policies can be modified to be applied on different models and providers.
Special thanks to Priscilla Lee, Isella Lim, and Kevin Littlejohn for helping us in the project and Padarn Wilson for his leadership.
Join us
Grab is the leading superapp platform in Southeast Asia, providing everyday services that matter to consumers. More than just a ride-hailing and food delivery app, Grab offers a wide range of on-demand services in the region, including mobility, food, package and grocery delivery services, mobile payments, and financial services across 700 cities in eight countries.
Powered by technology and driven by heart, our mission is to drive Southeast Asia forward by creating economic empowerment for everyone. If this mission speaks to you, join our team today!
As artificial intelligence continues to shape our world, understanding how to teach about AI has never been more important. Our new research seminar series brings together educators and researchers to explore approaches to AI and data science education. In the first seminar, we welcomed Shuchi Grover, Director of AI and Education Research at Looking Glass Ventures. Shuchi began by exploring the theme of teaching using AI, then moved on to discussing teaching about AI in K–12 (primary and secondary) education. She emphasised that it is crucial to teach about AI before using it in the classroom, and this blog post will focus on her insights in this area.
Shuchi Grover gave an insightful talk discussing how to teach about AI in K–12 education.
An AI literacy framework
From her research, Shuchi has developed a framework for teaching about AI that is structured as four interlocking components, each representing a key area of understanding:
Basic understanding of AI, which refers to foundational knowledge such as what AI is, types of AI systems, and the capabilities of AI technologies
Ethics and human–AI relationship, which includes the role of humans in regard to AI, ethical considerations, and public perceptions of AI
Computational thinking/literacy, which relates to how AI works, including building AI applications and training machine learning models
Data literacy, which addresses the importance of data, including examining data features, data visualisation, and biases
This framework shows the multifaceted nature of AI literacy, which involves an understanding of both technical aspects and ethical and societal considerations.
Shuchi’s framework for teaching about AI includes four broad areas.
Shuchi emphasised the importance of learning about AI ethics, highlighting the topic of bias. There are many ways that bias can be embedded in applications of AI and machine learning, including through the data sets that are used and the design of machine learning models. Shuchi discussed supporting learners to engage with the topic through exploring bias in facial recognition software, sharing activities and resources to use in the classroom that can prompt meaningful discussion, such as this talk by Joy Buolamwini. She also highlighted the Kapor Foundation’s Responsible AI and Tech Justice: A Guide for K–12 Education, which contains questions that educators can use with learners to help them to carefully consider the ethical implications of AI for themselves and for society.
Computational thinking and AI
In computer science education, computational thinking is generally associated with traditional rule-based programming — it has often been used to describe the problem-solving approaches and processes associated with writing computer programs following rule-based principles in a structured and logical way. However, with the emergence of machine learning, Shuchi described a need for computational thinking frameworks to be expanded to also encompass data-driven, probabilistic approaches, which are foundational for machine learning. This would support learners’ understanding and ability to work with the models that increasingly influence modern technology.
Example activities from research studies
Shuchi shared that a variety of pedagogies have been used in recent research projects on AI education, ranging from hands-on experiences, such as using APIs for classification, to discussions focusing on ethical aspects. You can find out more about these pedagogies in her award-winning paper Teaching AI to K-12 Learners: Lessons, Issues and Guidance. This plurality of approaches ensures that learners can engage with AI and machine learning in ways that are both accessible and meaningful to them.
Research projects exploring teaching about AI and machine learning have involved a range of different approaches.
Shuchi shared examples of activities from two research projects that she has led:
CS Frontiers engaged high school students in a number of activities involving using NetsBlox and accessing real-world data sets. For example, in one activity, students participated in data science activities such as creating data visualisations to answer questions about climate change.
AI & Cybersecurity for Teens explored approaches to teaching AI and machine learning to 13- to 15-year-olds through the use of cybersecurity scenarios. The project aimed to provide learners with insights into how machine learning models are designed, how they work, and how human decisions influence their development. An example activity guided students through building a classification model to analyse social media accounts to determine whether they may be bot accounts or accounts run by a human.
A screenshot from an activity to classify social media accounts
Closing thoughts
At the end of her talk, Shuchi shared some final thoughts addressing teaching about AI to K–12 learners:
AI learning requires contextualisation: Think about the data sets, ethical issues, and examples of AI tools and systems you use to ensure that they are relatable to learners in your context.
AI should not be a solution in search of a problem: Both teachers and learners need to be educated about AI before they start to use it in the classroom, so that they are informed consumers.
Join our next seminar
In our current seminar series, we are exploring teaching about AI and data science. Join us at our next seminar on Tuesday 11 March at 17:00–18:30 GMT to hear Lukas Höper and Carsten Schulte from Paderborn University discuss supporting middle school students to develop their data awareness.
To sign up and take part in the seminar, click the button below — we will then send you information about joining. We hope to see you there.
AI, machine learning (ML), and data science infuse our daily lives, from the recommendation functionality on music apps to technologies that influence our healthcare, transport, education, defence, and more.
What jobs will be affected by AL, ML, and data science remains to be seen, but it is increasingly clear that students will need to learn something about these topics. There will be new concepts to be taught, new instructional approaches and assessment techniques to be used, new learning activities to be delivered, and we must not neglect the professional development required to help educators master all of this.
As AI and data science are incorporated into school curricula and teaching and learning materials worldwide, we ask: What’s the research basis for these curricula, pedagogy, and resource choices?
In 2024, we showcased researchers who are investigating how AI can be leveraged to support the teaching and learning of programming. But in 2025, we look at what should be taught about AI, ML, and data science in schools and how we should teach this.
Our 2025 seminar speakers — so far!
We are very excited that we have already secured several key researchers in the field.
On 21 January, Shuchi Grover will kick off the seminar series by giving an important overview of AI in the K–12 landscape, including developing both AI literacy and AI ethics. Shuchi will provide concrete examples and recently developed frameworks to give educators practical insights on the topic.
Our second session will focus on a teacher professional development (PD) programme to support the introduction of AI in Upper Bavarian schools. Franz Jetzinger from the Technical University of Munich will summarise the PD programme and share how teachers implemented the topic in their classroom, including the difficulties they encountered.
Again from Germany, Lukas Höper from Paderborn University, with Carsten Schulte will describe important research on data awareness and introduce a framework that is likely to be key for learning about data-driven technology. The pair will talk about the Data Awareness Framework and how it has been used to help learners explore, evaluate, and be empowered in looking at the role of data in everyday applications.
Our April seminar will see David Weintrop from the University of Maryland introduce, with his colleagues, a data science curriculum called API Can Code, aimed at high-school students. The group will highlight the strategies needed for integrating data science learning within students’ lived experiences and fostering authentic engagement.
Later in the year, Jesús Moreno-Leon from the University of Seville will help us consider the thorny but essential question of how we measure AI literacy. Jesús will present an assessment instrument that has been successfully implemented in several research studies involving thousands of primary and secondary education students across Spain, discussing both its strengths and limitations.
What to expect from the seminars
Our seminars are designed to be accessible to anyone interested in the latest research about AI education — whether you’re a teacher, educator, researcher, or simply curious. Each session begins with a presentation from our guest speaker about their latest research findings. We then move into small groups for a short discussion and exchange of ideas before coming back together for a Q&A session with the presenter.
Attendees of our 2024 series told us that they valued that the talks “explore a relevant topic in an informative way“, the “enthusiasm and inspiration”, and particularly the small-group discussions because they “are always filled with interesting and varied ideas and help to spark my own thoughts”.
The seminars usually take place on Zoom on the first Tuesday of each month at 17:00–18:30 GMT / 12:00–13:30 ET / 9:00–10:30 PT / 18:00–19:30 CET.
You can find out more about each seminar and the speakers on our upcoming seminar page. And if you are unable to attend one of our talks, you can watch them from our previous seminar page, where you will also find an archive of all of our previous seminars dating back to 2020.
How to sign up
To attend the seminars, please register here. You will receive an email with the link to join our next Zoom call. Once signed up, you will automatically be notified of upcoming seminars. You can unsubscribe from our seminar notifications at any time.
At Grab, we continuously enhance our systems to improve scalability, reliability and cost-efficiency. Recently, we undertook a project to split the read and write functionalities of one of our backend services into separate services. This was motivated by the need to independently scale these operations based on their distinct scalability requirements.
In this post, we will dive deep into how we migrated the stream processing (write) functionality to a new service with zero data loss and duplication. This was accomplished while handling a high volume of real-time traffic averaging 20,000 reads per second from 16 source Kafka streams writing to other output streams and several DynamoDB tables.
Migration challenges and strategy
Migrating the stream processing to the new service while ensuring zero data loss and duplication posed some interesting challenges, especially given the high volume of real-time data. We needed a strategy that would enable us to:
Migrate streams one by one gradually.
Validate the new service’s processing in production before fully switching over.
Perform the switchover with no downtime or data inconsistencies.
We considered various options for the switchover such as using feature flags via our unified config management and experimental rollout platform. However, these approaches had some limitations:
There could be some data loss or duplication during the deployment time when toggling the flags, which can be up to a few minutes.
There might be data inconsistencies as the flag value could be updated on the services (the existing and and the new one) at slightly different times.
Ultimately, we decided on a custom time-based switchover logic implemented in shared code between the two services leveraging our monorepo structure. In the following sections, we will walk you through the steps we took to achieve this seamless migration.
Step 1: Preparation
First, since both the existing and new services reside in our monorepo, we moved the stream processing code from the existing service to a shared /commons directory. This allowed both the old and new services to import and use the same code. We added logic in this commons package to selectively turn stream processing on or off based on the service processing them.
Next, we created temporary “sink” resources such as streams and DynamoDB tables for the new service to write the processed data. This allowed us to monitor and validate the new service’s behavior in production without impacting the main resources.
Figure 1. For a short period, both services consumed the incoming streams, but only the old service continued to write to the actual sink resources while the new service wrote to validation sink resources.
Step 2: Scheduling the switchover
In the shared /commons code, we added a map[string]time.Time to schedule the switchover for each stream.
When a stream is added to this map, it means it is scheduled for switchover at the specified time. This logic is shared between both services, so the switchover happens simultaneously. The new service starts writing to the main resources while the old service stops, with no overlap or gap.
Step 3: Deployment and monitoring
To perform the switchover, we:
Updated the switchover times for the streams.
Deployed both services with enough buffer time before the scheduled switch.
Closely monitored the process by creating dedicated monitors for the migration process using our observability tools.
Figure 2. This timeseries graph shows the stream received at the old and the new service (dotted line), facilitating real time monitoring of the stream processing volume across both services during the validation period.
The old service continued consuming the streams for a short monitoring period post-switchover, but without writing anywhere, ensuring no loss or duplication at the output sink resources. Then, the stream consumption was removed from the old service altogether, completing the entire migration process.
Results and learnings
Using this time-based approach, we were able to seamlessly migrate the high-volume stream processing to the new service with:
Zero data loss or duplication.
No downtime or production issues.
The whole migration, including the gradual stream-by-stream switchover, was completed in about three weeks.
One learning was that such custom time-based logic, while effective for our use case, has limitations. If a rollback was needed for any of the two services for some unexpected reasons, some data inconsistency would be unavoidable. Generally, such time-based logic should be used with caution as it can lead to unexpected scenarios if the systems fall out of sync. We went ahead with this approach as it was a temporary measure and we had thoroughly tested it before carrying out the switchover.
Join us
Grab is the leading superapp platform in Southeast Asia, providing everyday services that matter to consumers. More than just a ride-hailing and food delivery app, Grab offers a wide range of on-demand services in the region, including mobility, food, package and grocery delivery services, mobile payments, and financial services across 700 cities in eight countries.
Powered by technology and driven by heart, our mission is to drive Southeast Asia forward by creating economic empowerment for everyone. If this mission speaks to you, join our team today!
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