Dr. Tony Richardson is an international education consultant and researcher dedicated to preserving human agency within increasingly automated learning environments. His work is the result of a decade-long exploration of teacher quality, rooted in his foundational study of how early career educators conceive of their roles. This research identified the "Architectural" conception of teaching, a perspective that views the educator as a deliberate designer of the learning journey rather than a mere deliverer of content. This insight serves as the primary precursor to his current model of the Teacher-Architect.
Throughout his career, Dr. Richardson has focused on bridging the gap between theoretical frameworks and actionable classroom practice. He introduced the Assessment to Learning (AtL) framework to move beyond static grading, advocating instead for a "feed-forward" mechanism that prioritises the continuous reduction of knowledge gaps. This approach aligns closely with formative assessment strategies used in UK classrooms. His focus on practical application evolved into the creation of Future Actionable Knowledge (FAK), representing knowledge synthesised through active dialogue and critical inquiry.
Dr. Richardson's work on the Teacher-Architect model draws on principles of metacognition and scaffolding, positioning the educator as someone who designs thinking processes rather than simply delivering content. His Human-AI Dialectic Loop provides a structural framework for maintaining cognitive engagement when students work with AI tools, ensuring that learning remains an authentically human-led process.
Based at the University of the Sunshine Coast, Australia, Dr. Richardson has published in Higher Education Digest and the Vietnam Journal of Educational Sciences. His current research focuses on how educators can use documented inquiry processes to audit student thinking and foster genuine intellectual agency in an age of generative AI.
International Education Consultant & Researcher
