Communication and human connection as central
educational values.

The articles in this month’s issue show an unusual pattern or trend that is worth pointing out. The more technology enters education, the more human education becomes. As new AI tools, services and platforms appear every week, promising personalization, automation, assessment support, instant feedback, and improved outcomes, teachers shift to a more humanistic educational approach. Technology may indeed change the tools of education, but it does not replace the human principles and foundation that make learning meaningful. The teacher is more present and important than ever.

We see this clearly in Waheed Shahzad’s article on multilingual classrooms in Pakistan, where AI becomes valuable not because it is technologically advanced, but because it helps learners reconnect with their own language, identity, and confidence. Innovation matters most when it serves human inclusion rather than technological spectacle.

A similar theme appears in Afroditi Kyriazopoulou’s exploration of writing instruction in the age of AI. The challenge is teach students to think, create, and express ideas authentically. In many ways, AI is forcing education to rediscover the value of process, reflection, and originality.

Filomeni Gheka’s practical discussion of communicative teaching shows the same pattern. Small classroom adaptations can become opportunities for genuine interaction, collaboration and spontaneity. Language teaching becomes less about reproducing forms and more about human communication.

Even Dr Tessy Ojo’s reflections on leadership, community, and visibility point toward the same conclusion. In a world increasingly shaped by digital interaction, people continue to seek spaces built on authenticity, trust, and meaningful human connection.

Perhaps this is the paradox education now faces. The more advanced technology becomes, the more valuable human qualities become alongside it: trust, communication, creativity, empathy, critical thinking, collaboration, and community.

Cambridge Day Greece Brings ELT Professionals Together for a Day of Learning and Inspiration at the Eugenides Foundation

The Cambridge Day was successfully hosted at the Eugenides Foundation in Athens, welcoming ELT professionals, educators, and academic partners for a rewarding day of learning, collaboration, and professional

exchange.

The event brought together speakers from University of Cambridge and Cambridge University Press & Assessment (https://www.cambridgeenglish.org), alongside respected Greek educators and specialists, creating a vibrant environment focused on innovation in language education and assessment.

Throughout the day, participants attended a series of engaging seminars exploring current trends in English language teaching, Cambridge examinations, and the performance of Greek learners across all exam levels. Interactive Q&A sessions encouraged meaningful dialogue between presenters and attendees, while networking opportunities allowed professionals from across the ELT community to connect, exchange ideas, and share experiences.

One of the day’s central themes was Integrated Learning and Assessment (ILA), presented by Colin Williams. In his session, Integrated Learning & Assessment: Using ILA to Enhance Learning Outcomes, Williams highlighted how Cambridge coursebooks and Official Preparation Materials can help students develop language skills more effectively while improving exam performance. He also emphasized the growing

importance of integrating learning and assessment to better support students throughout their educational journey.

The seminar also featured two inspiring “From Theory to Practice” sessions showcasing successful classroom applications of ILA in Greece. Eva Kaliskami from I.M.Panagiotopoulos School and Poppy Georgakellou from Arsakeia-Tositseia Schools shared practical experiences and insights from their work at their schools that hold the Cambridge English Educational Partner status, demonstrating how innovative teaching approaches can make a real difference in student engagement and achievement.

Attendees also participated in highly interactive workshops led by Anne Robinson. Her sessions focused on helping students engage more naturally with grammar through communicative activities, as well as encouraging critical and creative thinking through project-based learning and STEAM-inspired challenges connected to real-world topics.

The day concluded with another session by Colin Williams, Boosting Writing Performance from B2 to C2, which focused specifically on the needs of Greek students preparing for Cambridge English exams.

Participants gained valuable insight into how Writing papers are assessed, common challenges students face, and practical techniques and resources that can help learners strengthen their performance from B2 First to C2 Proficiency.

Organizers highlighted the importance of strengthening educational collaboration between the Cambridge Athens office and Headquarters, describing the event as an important platform for professional development, knowledge sharing, and future partnerships. Hosting the event at the Eugenides Foundation further reflected a shared commitment to education, innovation, and public engagement.

The Cambridge Day Greece received very positive feedback from attendees, many of whom expressed appreciation for both the high quality of the presentations and the opportunity to connect with colleagues from across the wider ELT academic community.

This event marks a new era between Cambridge and Tsigaridas International Books, that has now been the Exclusive Distribution Partner for Cambridge learning materials in Greece.

MM Publications
Celebrates 50 Years with a Special Seminar in Athens

This year marks an important milestone for MM Publications as the company celebrates 50 years of supporting teachers and learners around the world. To honor the occasion, MM Publications hosted a special anniversary seminar in Athens, bringing together educators, partners, authors, and friends of the company for a day dedicated to learning, inspiration, and celebration.

Since its founding in 1976, MM Publications has grown from a local publishing house into an international educational publisher with a presence in more than 100 countries. Throughout the years, the company has remained focused on one mission: helping teachers inspire their students through meaningful and effective learning materials

The anniversary seminar offered a rich programme of talks, and interactive sessions led by respected ELT professionals and educational experts. Topics explored the future of education, classroom innovation, digital learning, and the changing needs of today’s students and teachers.

More than just a professional event, the seminar was also a celebration of the people behind the journey- the educators, learners, collaborators, and partners who have supported MM Publications over the past five decades.

“Reaching 50 years is both a proud and emotional moment for us,” Yiannis Malkoyiannis, founder and CEO of the company. “This celebration is really about the community that has grown with us over the years. We are deeply grateful to the teachers and learners who continue to trust and inspire us every day.”

As MM Publications looks ahead, the company remains committed to creating educational resources that combine quality, innovation, and a genuine passion for learning.

From the textbook to authentic communication

Practical ways for more
engaging activities in EFL teaching

By Filomeni Gkeka

Teacher of English, MA Adult Education and Educational Sciences.

In my own teaching practice, the coursebook has for many years been the main point of reference for lesson planning. Despite its clear structure and well-defined language objectives, I gradually realized that many of its activities did not lead students to meaningful use of the language. On the contrary, they often remained limited to the mechanical reproduction of forms, without a genuine communicative purpose. This observation led me to explore ways in which I could retain the coursebook as a useful tool, while at the same time fostering authentic communication in the classroom.

I vividly recall a fill-in-the-gap activity on the Present Simple tense. Students were initially working individually on sentences such as “She ___ (go) to school at 8 o’clock” or “He ___ (play) football on Sundays.” Although most students provided correct answers, the process remained largely mechanical and engagement was limited. In an effort to help students use the language more meaningfully, I asked them to transform the sentences into questions and ask each other. This led to questions such as “What time do you go to school?”, “Do you play football on Sundays?” and “Where do you spend your afternoons?”. In a follow-up stage, students reported their peers’ answers back to the class (e.g. “Maria goes to school at 8 and plays tennis twice a week”).

The change in classroom dynamics was immediate. Students began interacting with multiple peers and using the language more spontaneously. The focus shifted from grammatical accuracy to successful communication, while even lower-level learners participated actively by repeating or reformulating questions in order to be understood.

Building on this experience, it becomes evident that relatively small adjustments can transform textbook activities into opportunities for authentic communication.

A similar shift can be applied to vocabulary work, for example in units focusing on jobs. Instead of relying on matching exercises (e.g. doctor – works in a hospital, chef – cooks food), teachers can introduce describe-and-guess activities. Each student can be given a card with a job and be asked to describe it without naming it, using simple phrases such as “This person works at night”, “They help sick people” or “They wear a

uniform.” The rest of the class tries to guess the job by asking questions like “Do they work indoors?” or “Do they work with children?” This activity can be extended by asking students to include a less obvious or even misleading clue, thereby fostering creativity and deeper engagement.

Similarly, textbook dialogues can be used as a springboard for open-ended role-play activities. For example, in a unit on eating out, students can take on roles (customer, waiter) and be asked to manage specific scenarios such as a wrong order, an unavailable dish, or special dietary requirements (“I’m allergic to nuts”, “I ordered something else”). The teacher may provide role cards with brief prompts, while leaving the development of the interaction open. In this way, students are encouraged to use language spontaneously and adapt it to unpredictable situations.

In addition, “Find someone who…” activities can create a highly dynamic communicative environment. For instance, to practise the Present Perfect tense, students can be given a worksheet with prompts such as “Find someone who has visited another country”, “Find someone who has tried sushi” or “Find someone who has met a famous person.” Students move around the classroom asking questions (“Have you ever visited another country?”) and noting down names. At the end, they report their findings (e.g. “Three students have visited another country”), adding a stage of reflection and consolidation.

Such activities require minimal preparation but can significantly alter the nature of classroom interaction, transforming language practice from an individual, mechanical process into a collaborative and communicative experience. Within this perspective, language is not treated merely as a system of forms to be mastered, but as a dynamic tool for meaning-making.

In many ways, this way of working reflects key ideas from Communicative Language Teaching, especially the concept of communicative competence introduced by Dell Hymes. It is also closely connected to Task-Based Language Teaching, as described by Jane Willis and Rod Ellis, where students use language to complete meaningful tasks. At the same time, it aligns with the view of learning as a social process, as emphasized by Lev Vygotsky, where interaction plays an important role. From this perspective, language is not just something to practise correctly, but something to use to communicate meaning. Even small

adaptations to coursebook activities can contribute to the creation of richer communicative environments, where learners engage with language in purposeful and socially meaningful ways.

Citations:

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Harmondsworth: Penguin.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Willis, J. (1996). A framework for task-based learning. Harlow: Longman.

British Council Faces Major Teaching Staff Cuts in Italy

• The British Council is planning major workforce reductions in Italy.

• Around 108 teaching jobs across Rome, Milan, and Naples are reportedly at risk.

• Staff unions are preparing strike action and protests.

• The restructuring is connected to post-pandemic financial pressures and repayment of a £197 million UK government loan.

• Teaching operations may be reduced, while examination services are expected to continue through partnerships.

• Similar restructuring discussions are reportedly underway in France, Spain, and Portugal.

• Internal reports suggest that hundreds of jobs across Europe and the UK could be affected as part of broader organisational changes.

Cambridge English Updates Statement of Results and
Certificates

• Cambridge English has introduced updated Statements of Results and certificates from April 2026.

• Candidate IDs and secret numbers will no longer appear on printed Statements of Results.

• A QR code will be added for secure online verification.

• Certificate and Statement of Result layouts are being redesigned.

• Exam formats, grading, and scoring are not changing.

• Existing online verification systems will continue to operate.

• The update reflects a wider shift toward digital-first credential verification and enhanced document security.

Foreign language teachers protest outdated textbooks

• Foreign language teachers in Greece are publicly criticising the continued use of outdated teaching materials in state education.

• The criticism is linked to the government’s “Multiple Book” initiative, which aims to modernise and diversify school textbooks.

• Teachers argue that foreign languages have effectively been excluded from the reform process, despite promises of broader educational renewal.

• Concerns focus on the use of decades-old textbooks that educators say no longer reflect modern pedagogy, communicative teaching approaches, or current student needs.

• The issue has raised wider questions about the position and prioritisation of foreign language education within the Greek public education system.

• The debate comes amid broader discussions about curriculum reform, educational modernisation, and the role of updated learning materials in schools.

Tessy Ojo

Power, Purpose and the Rise of Meaningful Women’s

Communities

Dr Tessy Ojo CBE is the Founder of Tessy’s Brunches and the CEO of The Diana Award, the international charity established in honour of Princess Diana, with enduring links to the British Royal Family.

With nearly 25 years of leadership in the social impact and philanthropic sector, Tessy is recognised globally for convening influence, shaping policy, and building trusted partnerships across government, business, and civil society. She works closely with senior global leaders, philanthropists, and corporate decision makers to advance youth leadership, wellbeing, and social change.

Tessy’s Brunches reflects this same depth and credibility. It is not simply a lifestyle gathering, but a thoughtfully curated space shaped by her global perspective, leadership experience, and commitment to purpose driven community. Her unique ability to bridge power, purpose, and people gives Tessy’s Brunches a rare distinction, offering women access to conversations, networks, and energy usually found at the highest levels of leadership.

This June, an international women’s community arrives in Athens for a powerful one-day brunch experience overlooking the Acropolis.

On Saturday 27 June 2026, influential women from Greece, the UK and beyond will gather at the Royal Olympic Hotel for a curated Saturday Brunch focused on leadership, personal growth and connection.

Designed for women over 30, the event features inspiring keynote speakers, real-life storytelling and panel conversations exploring resilience, visibility and the courage to take up space in today’s world.

This is not a traditional networking event. It is a carefully curated experience for women who value meaningful conversation, community and depth, set in one of the world’s most iconic cities.

Tessy, you’ve built a career at the intersection of influence, purpose, and leadership. What inspired you to create Tessy’s Brunches, and why now?

Tessy’s Brunches was born out of both observation and personal experience. I have spent over two decades working with young people, leaders, and global institutions, but I kept noticing a gap when it came to women, particularly those navigating midlife. There are many spaces focused on ambition and achievement, but very few that centre reflection, healing, and honest conversations about identity, transitions, and purpose.

At the same time, I was going through my own moments of pause and re-evaluation. I realised how powerful it is when women gather not to perform, but to be. The timing felt right because more women are asking deeper questions about fulfilment, not just success. Tessy’s Brunches is my response to that shift. It is a space where women can reconnect with themselves and each other in a meaningful way.

This event centres on resilience and visibility. What does “taking up space” truly mean for women over 30 in today’s world?

Taking up space is not about volume or dominance. It is about permission.

For many women over 30, life has been shaped by roles, expectations, and responsibilities. Taking up space means choosing not to shrink to accommodate others. It means owning your voice, your experiences, and your value without apology.

It is also deeply internal. It is the decision to no longer second-guess your worth or wait to be invited into rooms you are already qualified to be in. In today’s world, where women are often visible but not always heard, taking up space is about presence with intention.

You work with global leaders across sectors; what patterns do you see in women who successfully step into leadership and influence?

The women who step into leadership most effectively have a strong sense of self. They are clear on their values and are not easily swayed by external validation.

They also understand that leadership is not about perfection. It is about consistency and courage. They are willing to make decisions without having all the answers, and they recover quickly from setbacks.

Another important pattern is that they invest in relationships, not just networks. They build trust, they listen well, and they collaborate intentionally. Influence, in my experience, is less about position and more about credibility and connection.

Many women struggle with being seen or heard. What practical mindset shifts help move from invisibility to confident presence?

One of the most important shifts is moving from “Do I belong here?” to “What do I bring here?” That change alone reframes how you show up.

Another is understanding that visibility is not about perfection. Many women hold back because they feel they need to be fully ready. In reality, growth happens in the visibility, not before it.

Finally, it is about separating your worth from other people’s reactions. Not everyone will understand or agree with you, and that is not a reason to stay silent. Confidence grows when you decide that your voice is valid, even before it is affirmed.

How has your own journey shaped your understanding of resilience, not just professionally, but personally?

Resilience, for me, has evolved. Earlier in my career, I understood it as endurance, the ability to keep going no matter what.

Now, I see it differently. Resilience is also about knowing when to pause, when to recalibrate, and when to let go. It is about emotional honesty and self-awareness, not just strength.

Personally, life has brought moments that required me to reflect deeply on identity, loss, and purpose. Those experiences have taught me that resilience is not about being unshaken, but about being anchored. It is the quiet confidence that you can rebuild, even when things feel uncertain.

The Athens Tessy’s brunch isn’t positioned as a traditional networking event. What kind of connections are you hoping women will walk away with?

I am intentional about moving away from transactional networking. I want women to leave with connections that feel real, not performative.

That might look like finding someone who understands your current season of life or having a conversation that shifts how you see yourself. It is about depth over volume.

The most meaningful connections are often the ones where you feel seen without needing to explain everything. That is what we aim to create.

You’ve spent decades convening powerful rooms. What makes a space feel genuinely safe, authentic, and transformative?

Safety does not happen by accident. It is designed. It comes from clarity of purpose, thoughtful curation of who is in the room, and strong facilitation that sets the tone from the beginning. People need to know that they can show up honestly without judgement.

Authenticity grows when there is no pressure to perform. Transformation happens when people feel both supported and gently challenged. It is the balance of comfort and courage that creates real change.

In your experience, how important is community in sustaining long-term personal and professional growth for women?

Community is essential. Growth is very difficult to sustain in isolation.

Women, in particular, carry multiple responsibilities, and without a supportive community, it is easy to become depleted or disconnected. A strong community provides perspective, encouragement, and accountability.

It also reminds you that you are not alone in your experiences. That sense of shared understanding can be incredibly powerful and sustaining over time.

What role does storytelling play in leadership, especially for women whose voices may have been overlooked?

Storytelling is central to leadership. It is how we make meaning of our experiences and how we connect with others.

For women whose voices have been overlooked, storytelling is also an act of reclaiming narrative. It allows you to define your own story rather than having it shaped by assumptions or stereotypes.

Leaders who tell honest, grounded stories build trust more quickly. People connect with authenticity, not just expertise.

If every woman attending this brunch left with one belief about herself, what would you want that belief to be?

That she does not need permission to become who she already is.

So many women are waiting for the right moment, the right validation, or the right level of confidence. My hope is that they leave understanding that they are already enough to begin.

Everything else can be built from that place.