Education advocate Karen Abrams is calling for greater recognition and investment in teachers after her organisation recently engaged hundreds of educators across Guyana in discussions on artificial intelligence and its impact on teaching and learning.
Abrams, an education doctoral candidate and Founder and Executive Director of STEMGuyana, shared the observations in a recent op-ed, noting that the sessions involved extensive dialogue with teachers who are seeking to adapt to the rapidly changing educational landscape. Her organisation is currently running free Artificial Intelligence (AI) programmes for teachers, aimed at helping educators integrate emerging technologies into classroom instruction.
Estimates from Ministry of Education and official statements suggest Guyana has roughly 10,000–12,000 teachers across the nursery, primary, and secondary school system.
Abrams said STEMGuyana had the distinct honour of engaging hundreds of teachers, noting that she personally spent time in deep conversation with many of them about artificial intelligence and its implications for teaching and learning.
She noted that in a country the size of Guyana, such participation represents a significant portion of the national teaching workforce. Abrams described the engagement as a clear signal that many educators remain committed to professional growth despite the pressures of the profession.
“Conservatively, this group represents more than 10 percent of Guyana’s teachers signaling a desire to learn, adapt, and do better for their students,” she stated.
According to Abrams, the sessions demonstrated that teachers were eager to explore how artificial intelligence and other emerging technologies can enhance classroom instruction. She said participants listened closely, asked thoughtful questions and showed a willingness to adapt to new tools that could improve learning outcomes.
Research has consistently shown that teacher effectiveness is one of the most powerful in-school influences on student achievement. Abrams referenced the work of education researcher John Hattie, whose large-scale studies identify teacher quality as a major factor shaping student engagement, performance and long-term success.
“A good teacher does not simply deliver content. A good teacher changes trajectories,” Abrams wrote. She also cited international examples illustrating the impact of effective teaching, including the work of Erin Gruwell, whose efforts with at-risk students in Long Beach, California became widely known through the Freedom Writers story. Abrams noted that Gruwell’s students graduated at significantly higher rates despite facing social and economic challenges.
Further evidence from the Abdul Latif Jameel Poverty Action Lab shows that teacher training and mentoring programmes in rural India led to significant improvements in reading and numeracy outcomes among low-income students.
Abrams explained that teachers also play a critical role in shaping students’ motivation and engagement. She pointed to Self-Determination Theory, developed by Edward Deci and Richard Ryan, which highlights the importance of autonomy, competence and relatedness in the learning process.
Relatedness—the quality of the relationship between teacher and student—has been shown in multiple studies to improve academic performance, classroom behaviour and persistence among students, particularly those facing socioeconomic challenges.
Abrams also acknowledged the growing complexity of classroom environments, noting that teachers must often manage students with different levels of academic preparation, varying home environments and unequal access to learning resources while meeting uniform curriculum standards.
She said modern technology, including artificial intelligence tools, can help teachers address these challenges by supporting personalised instruction and providing timely feedback to students. However, she emphasised that such technology can only be effective if teachers receive proper training and support.
International research from organisations such as the OECD and UNESCO similarly highlights the importance of ongoing professional development for educators. Studies show that when teachers receive training and access to modern tools, both teaching quality and student learning outcomes improve.
Abrams said the recent engagement with hundreds of teachers was a powerful reminder that many educators remain deeply committed to professional growth.
“Let us acknowledge teachers. Let us elevate them to the levels they deserve. Let us invest in teachers so that they can effectively invest in our children,” she said.
