How the Cognita pilot turned into a partnership with Flint

During the pilot, each school brought unique perspectives, challenges, and insights:

International School of Ho Chi Minh City — American Academy (AAVN)

AAVN was unique among the pilot schools as they had already been using Flint prior to the formal pilot program, with usage dating back to the previous fall. This provided valuable longitudinal data on sustained engagement. The school had established power users who regularly incorporated Flint into their teaching practices. Usage patterns showed particular interest in mathematics support, essay feedback, historical debates and role plays, and specialized applications like EQ evaluation discussions. Their experience demonstrated how Flint could become an integrated part of the educational ecosystem over time.

International School of Ho Chi Minh City (ISHCMC)

ISHCMC emerged as one of the most active and consistent users throughout the pilot. Teachers quickly recognized Flint's potential as an education-specific alternative to general AI tools. The school saw strong student engagement, particularly with Grade 12 students preparing for exams. Teachers created diverse activities ranging from reading comprehension quizzes to invention challenges, Vietnamese culture comparisons, and Spanish conversation practice. While some teachers noted occasional challenges with EAL (English as Additional Language) student feedback, overall usage remained strong throughout the pilot period and teachers said they found it quick and easy to create activities that benefit student learning.

Olinca International School (Mexico City)

Olinca's implementation was characterized by language considerations, as many teachers were more comfortable with Spanish as their primary language. The school's Director General, John Kelly, became an enthusiastic advocate for Flint after experiencing its benefits firsthand. Teachers at Olinca primarily used Flint for creating rubrics, providing feedback on IB Internal Assessments, and developing lesson plans. While initial adoption faced some language barriers, the Flint product update in April 2025 added new dialects to Flint, including Latin American Spanish voice support which helped increase engagement at Olinca. The school gradually expanded from a small pilot group to include students, with usage patterns showing consistent growth.

Royal Grammar School Guildford Dubai (RGSGD)

RGSGD's implementation was notable for its strong student-led adoption. While teachers were initially slower to create structured activities, students enthusiastically embraced Flint for independent learning, seeking help with mathematics, writing feedback, and research on diverse topics from fair trade to cultural traditions. The school's Arabic teacher became particularly enthusiastic, expressing interest in presenting about Flint at regional educational conferences. The pilot demonstrated how Flint is valuable for teachers and students individually, acting as a teaching assistant to help with teacher tasks and a responsible tutor to answer student questions at any time, on any topic.

Southbank International School (London)

Southbank took a measured approach, carefully introducing Flint to grade 9 students after obtaining parental permission, which required some time. While school breaks and exam periods affected usage patterns, teachers gradually explored Flint's capabilities for creating differentiated lesson plans and engaging activities like a "Logical Fallacy Detective" exercise and multiple Spanish vocabulary practice activities. The pilot demonstrated how schools could successfully integrate AI tools even with partial cohort participation and how usage can spread from just a few interested users.

The British School of Barcelona (BSB)

BSB showed remarkable enthusiasm immediately following their initial training, with teachers quickly creating activities and generating hundreds of messages within days. While technical challenges (firewall issues) and term breaks temporarily affected implementation, teachers consistently returned to using Flint after interruptions. The school developed diverse applications ranging from IB mathematics support to DNA transcription activities, computer science, and Spanish writing assistance. Their experience highlighted how teachers found the Flint product valuable as a teaching tool and administrators found the Flint team helpful as a support for both pedagogical and technical implementation.