What happens when mothers are treated as experts in navigating technological change?

On a sunny Tuesday in April, a group of mothers sat around a table discussing artificial intelligence and having lunch together. Some were doctoral researchers; others worked as professional staff, and some had roles in healthcare, education, or research. Most of them shared a similar feeling: AI was becoming more important, harder to avoid, and difficult to keep up with. 

However, the conversation was not mainly about technology. Instead, participants talked about questions such as: “What do we want to keep about the way we think?” What do we hope our children will still be able to do as AI becomes more common? And who should decide what role these technologies have in our lives? 

These conversations were part of the second group of Mothers’ Futures Studio (MFS), a programme at UCL East that provides professional mothers with a space to explore how caregiving, work, and emerging technologies intersect. 

A different starting point 

Most AI literacy programmes begin with technology itself. Participants learn how AI works, which tools exist, and how to use them more effectively. These skills matter, but many programmes assume everyone starts from the same place: as workers, students, or consumers wanting to build technical skills. 

But real life is often more complicated. Many women, especially mothers and caregivers, deal with technological change while juggling many other responsibilities. They make decisions about AI at work and also think about their children’s screen time, online safety, educational technology, privacy, family tasks, and the bigger picture of their children’s future. 

At the same time, many skills that organisations now see as essential in an AI-driven world, such as adaptability, emotional intelligence, communication, judgment, and relationship management, are skills that caregiving helps develop every day. 

This idea became a key starting point for Mothers’ Futures Studio. Instead of asking how participants could adapt to AI, the programme asked a different question: What if mothers were seen as experts who bring valuable experience to discussions about technological change? 

Building a space for reflection 

Over four sessions, participants tried out practical AI tools, discussed privacy and data management, reviewed new research on AI and child development, and considered the future of work. 

But some of the most meaningful moments came from group reflection, not technical talks or demonstrations. Participants discussed feeling both excited and concerned. They shared how they use AI to make work easier and support their jobs. They wondered whose priorities shape the systems around them and thought about how to stay human in a digital world. 

A common theme in the programme was the importance of judgment. For many professionals, the real challenge is not just learning how to use AI tools, but knowing when to use them, when to avoid them, and how to stay thoughtful and intentional as automation becomes more common. 

This focus on reflection became a key part of the programme. Using new research on human-computer interaction and the future of work, Mothers’ Futures Studio treats critical reflection as a core part of AI literacy, not just an add-on. Participants are encouraged to learn about new technologies and also to question them: Who benefits? Who is left out? What assumptions are built in? How do our choices connect to bigger social issues? 

Community as infrastructure 

One of the main lessons from Cohort 2 was that community matters. Participants often said how valuable it was to have a space to talk about technological change with others facing similar challenges. Their conversations often went beyond AI to include bigger questions about careers, caregiving, identity, and the future. 

Today, technological change is often seen as something each person must handle alone, learn faster, adapt faster, and be more productive. Yet, there was something powerful about building a shared space to make sense of it together. The programme’s accountable-space model encourages participants to listen, question assumptions respectfully, and learn from each other’s experiences. Many said the community was just as valuable as the content. 

This finding points to a bigger challenge for universities, employers, and policymakers. As AI becomes part of more areas of daily life, people need more than just technical training. They also need chances to reflect, ask questions, and learn with others. 

Looking ahead 

The second cohort concluded with a discussion about future-proofing. Participants reflected on the qualities they hoped to preserve in themselves and their children as technology continues to evolve. They spoke about curiosity, empathy, critical thinking, resilience, creativity, and the ability to form meaningful relationships. These are not traditionally described as “AI skills”. Yet they may be among the most important capabilities for navigating an uncertain future. 

As Mothers’ Futures Studio looks ahead to future cohorts and further opportunities to collaborate and expand its reach, one lesson stands out clearly: conversations about AI are ultimately conversations about people. About the lives we want to build, the communities we want to sustain, and the values we choose to carry forward. The future may already be here. But creating spaces where people can make sense of it together remains one of the most important tasks ahead.