The News on Sunday spoke with Rod Smith, the group managing director of International Education at Cambridge University Press and Assessment, a role he has held since August 2022. With over 30 years of experience in education services, Smith has been instrumental in shaping global education frameworks. His commitment to education as a catalyst for sustainable societal change drives his vision of empowering learners worldwide. Excerpts from the interview follow: 

The News on Sunday: Early exposure to education - your mother being a head teacher and your own experience as a primary school teacher - must have given you unique insights into the transformative power of education. How did those experiences shape your understanding of education as a catalyst for sustainable societal change?

Rod Smith: I’ve been immersed in education my whole life. My mother started and ran a successful school in North London for 35 years. She was a remarkable role model, not only as a businesswoman and entrepreneur but also as a passionate educator. My father, an architect, built the school’s buildings. I spent my childhood surrounded by education. This left a profound impact on me. After studying English at Cambridge, I chose a career in education, starting as a teacher, just because I enjoyed being in that environment so much, before moving into educational publishing and services. Throughout my career in technology, qualifications and assessments, I’ve always aimed to make a difference within the realm of education.

TNS: As group managing director of international education at Cambridge, you oversee a vast network of over 10,000 schools worldwide. With such a broad reach, how do you ensure Cambridge continues to meet the evolving needs of both educators and learners while maintaining the trust of schools?

RS: My role involves ensuring that we provide high-quality resources, trusted assessments and professional development that support teachers at every stage of their journey. With over 10,000 schools across 160 countries, we listen closely to educators’ needs and continuously innovate to offer flexible, research-informed solutions. As mentioned earlier, in my formative years, I gained a deep understanding of the challenges educators face and the importance of empowering them to thrive. Our long history of delivering exams and our commitment to maintaining strong relationships with schools worldwide are key to preserving the trust they place in us.

TNS: What are the prospects of Cambridge education in Pakistan, given the growing demand for international qualifications? How do you see Cambridge playing a role in preparing students for both local and global opportunities and broadening their perspectives beyond their communities?

RS: Cambridge works with over 800 schools across Pakistan, and this number is steadily increasing. Both universities and the government in Pakistan recognise Cambridge qualifications, ensuring a seamless transition for students continuing their education locally. In 2023, Pakistan had 396,000 entries in Cambridge exams, making it the largest market for the Cambridge education system. This reflects the growing preference for Cambridge qualifications, which are recognised by over 2,350 universities worldwide, offering students global opportunities.

Every year, we ask schools around the world to provide feedback on where their students went after Cambridge International AS & A Levels. The survey indicates that over 95 per cent of Cambridge students in Pakistan pursue higher education locally, showing the value of international education within the country. The demand for Cambridge qualifications is also growing internationally, with over 500 schools in China and 700 in the US. Cambridge’s international education helps students gain a broader understanding of both local and global contexts, preparing them for success in an interconnected world.

TNS: Given that Pakistan is among the top 10 countries most affected by the ongoing climate crisis, including the severe smog situation, how is Cambridge integrating climate change education into its curriculum to ensure students are equipped to address these urgent environmental challenges? How do you ensure that this education is both locally relevant and globally impactful?

RS: Climate change is no longer a distant issue; it’s our present reality, with rising temperatures, extreme floods and pollution. However, this challenge presents an opportunity for education to make a significant impact. Educators can shape how young people engage with and address the world’s problems. That’s why climate change education is integrated throughout the Cambridge Pathway, from ages 3 to 19. By equipping students with critical thinking skills and knowledge, we aim to empower them to tackle environmental challenges and create solutions that can make a difference in their communities.

Cambridge has updated its curricula to include climate change education across subjects such as geography, environmental management and business, with ongoing efforts to make the content holistic, high-quality and relevant to global and local contexts. Additionally, we are collaborating with school leaders to better understand how climate change education can be effectively delivered in classrooms, particularly in Pakistan.

We believe that collaborative partnerships are key in tackling the climate crisis. Through our partnership with Islamic World Educational, Scientific and Cultural Organisation, an organisation representing 53 Islamic countries, including Pakistan, we’ve launched a framework to help governments ‘green’ their education systems. This framework encourages localised solutions for integrating climate education, emphasising that no single approach fits all.

TNS: Can you tell us more about Cambridge Climate Quest and how this new initiative will help students in Pakistan engage with climate change and sustainability issues?

RS: In the New Year, Cambridge will launch a bold new initiative dedicated to advancing climate change education and helping students become more engaged in climate and sustainability issues, called Cambridge Climate Quest, the programme is a two-and-a-half-hour free online course that will be available to all learners enrolled in all educational boards across Pakistan.

The ambition is for Cambridge Climate Quest to reach 50,000 learners.

The programme will be specially tailored for Pakistan. The students will be able to learn about local climate change-induced disasters, such as the floods that happened in 2010, the heat waves in 2017 and the air pollution we’re seeing in Lahore. They will also be able to explore some of the country’s National Plans on Climate, policies, protected areas and national flood protection plans. This will support learners in being able to solve problems by considering climate challenges from a local and global perspective. Cambridge Climate Quest will be practical, relevant and rooted in lived experiences.

So, we are creating a special edition for Pakistan which will be ready in the New Year and I’m really looking forward to working with all stakeholders to make this available in schools across Pakistan.

TNS: Cambridge education is often seen as an option for students whose families have the financial resources. How is Cambridge working to make it more accessible to students from less fortunate backgrounds?

RS: We recently signed a memorandum of understanding with the Ministry of Education, Government of Pakistan. This partnership is built on a shared commitment to expanding access to high-quality education and teacher training for a number of government schools.

With this MoU, four government schools will be able to offer our curriculum from Cambridge Lower Secondary to Cambridge Advanced alongside local curricula to their students, free of charge. We’re really looking forward to collaborating with the government and delivering well-rounded educational opportunities that empower students and gives them the skills they need to be ready for a changing world. The partnership is an exciting milestone but it’s only the beginning. Together, we can make education a tool of equity and empowerment for all. I look forward to working alongside each of you to bring this vision into reality.

TNS: Global learning is evolving with technology at the forefront, and AI conversations are becoming increasingly prevalent. Cambridge is seen as a tech hub in the UK. What are your future plans for integrating technology into education?

RS: Technology has the potential to improve access, quality and personalisation of education, as well as enhance teacher productivity. This isn’t about technology for its own sake or the functionality that it can deliver. It really has to be in service of great teaching and learning. And actually, you know, Cambridge will always take research evidence-based approach to where technology adds value in the classroom; or where it adds value in school management; or where it adds value in improving productivity. So, we’re now really accelerating our approach to how we see this working in the international classroom as well because of course that’s very important for us.

We’re excited about digital tools, including our integrated learning and assessment product in IGCSE maths, which helps track progress and identify misconceptions. We’re also exploring AI in education, piloting tools like AI lesson planners and auto-marking. Our digital exams, starting in 2026, will further integrate technology into assessment. While we see AI’s potential to support teaching and assessment, we continue to focus on using it in ways that empower teachers and enrich the learning experience.

The writer is a freelance contributor based in Lahore