Introducing 21C Digital Teaching

Finito World sat down with Martin Hoszowski, the COO of an exciting new venture in the edtech space, to learn how the business is revolutionizing maths and science education

Finito World: Tell us a little about how you got involved in 21C? What was it that particularly motivated you?

Martin Hoszowski: I joined 21C with a clear purpose: to tackle the challenges young people face in British schools today. Teacher shortages are critical, particularly in maths, with the Department for Education reporting consistent shortfalls in recruitment targets over the past five years. These are not just numbers—they reflect the genuine struggles of children who may miss opportunities simply because they do not have access to the proper support.

Education has always been the foundation of a strong society, but traditional methods alone no longer meet the needs of today’s students or teachers. What drew me to 21C was its mission to create personalised, scalable solutions that ensure every child, regardless of their background, has the chance to succeed. As a British company, we are uniquely positioned to uphold the values of our education system while embracing innovation.

When used thoughtfully, I have always believed that technology can help teachers inspire students and make learning feel less daunting. 21C’s focus is not on replacing teachers but on equipping them with the tools to support students in meaningful and lasting ways. It is about ensuring every child—whether in a bustling city classroom or a rural school—feels seen, supported, and capable of achieving their potential.

FW: 21C is focused particularly on maths. What is it about this subject which makes it so challenging to teach?

MH: Maths opens doors to countless careers—from engineering and finance to healthcare and technology. Yet, for many young people, it feels like an insurmountable hurdle. Nearly 40% of UK students fail to achieve a Grade 4 in their GCSEs, significantly limiting their options for the future. Often, because maths is cumulative, a missed concept early on can leave students struggling for years.

Unlike other subjects, which may allow for creative interpretation, maths requires a precise understanding of methods and principles, which can feel overwhelming to students. For many young people, struggling with maths is not just about exams—it can affect their confidence and how they see their abilities overall. Engaging students is another challenge. Traditional teaching often fails to show how maths applies to real life, leaving it abstract and irrelevant.

The UK also needs more specialist maths teachers, compounding the issue. According to the National Foundation for Educational Research, 50% of maths teachers leave the profession within ten years, leaving many schools relying on non-specialists to fill the gap.

21C bridges these gaps by creating interactive, student-focused tools. Step-by-step explanations, gamefied challenges, and instant feedback engage students while building their confidence. For teachers, real-time progress tracking ensures early intervention and targeted support. This approach helps students understand maths and shows them its relevance to their future.

FW: The business aims at addressing the teacher shortage through digital solutions – can you explain a little how it would work in the classroom? Could this help Labour deliver their four-day week?

MH: 21C’s digital solutions enhance efficiency and quality in classrooms, directly addressing the challenges posed by teacher shortages. Our AI tools act as virtual teaching assistants, offering students instant feedback, tailored exercises, and personalised lesson plans. This allows teachers to focus on the human aspects of teaching, like mentoring and guiding struggling students.

For example, while a teacher leads group instruction in a maths class, the platform ensures that each student has tasks suited to their level of understanding. Teachers can also track progress, identifying and addressing gaps before they become barriers.

Research from the Education Policy Institute reveals that British teachers work some of the most extended hours in Europe, much of which is spent on administrative tasks rather than teaching. 21C reduces this burden by automating marking and tracking, giving teachers more time to focus on meaningful interactions.

While such policies require broader structural changes, 21C’s tools could play a pivotal role in maintaining education quality even with fewer classroom hours. By providing real-time student support and reducing teacher stress, our approach ensures continuity and care remain at the centre of education, regardless of external challenges.

FW: How is that British education struggles so much to move into the 21st century?

MH: While respected globally for its rigour, the British education system faces significant challenges in modernising to meet the needs of today’s students. One key issue is an overreliance on traditional methods, which have not evolved significantly in decades. These approaches often fail to prepare students for the digital, fast-changing world they will enter as adults. At the same time, there is a persistent gap between policy ambition and practical implementation. Funding constraints, inconsistent infrastructure, and a lack of digital training for teachers have slowed progress.

This creates a cycle where schools need help to adopt innovative solutions, students miss the benefits of modern learning tools, and teachers feel unsupported in embracing innovative technologies. The OECD ranks the UK highly in some areas of education but notes significant disparities in digital readiness compared to countries like Estonia or Singapore. For example, only 37% of UK teachers feel confident using EdTech tools, according to a 2023 Education Technology survey.

21C is helping to bridge this gap by developing accessible, teacher-friendly platforms that integrate seamlessly into existing curriculums. By focusing on ease of use and measurable outcomes, we ensure that teachers can confidently adopt new methods without feeling overwhelmed. The goal is not to replace what works but to enhance it, making teaching more effective and engaging for today’s learners. With the right tools and support, British schools have the potential to lead globally in educational innovation.

FW: How did you create the avatars for the AI teachers?

MH: Developing 21C’s AI avatars was a collaborative process involving educators, designers, and psychologists. We began with the goal of creating avatars that would be relatable and supportive, especially for students who may lack confidence in maths. Drawing on Cambridge University’s EdTech Lab research, we prioritised features that foster engagement, such as approachable voices, culturally inclusive designs, and adaptive teaching styles.

The avatars are not just about delivering content; they are about building trust. For example, they use encouraging language and positive reinforcement to create a safe learning environment. Technologically, they are powered by advanced AI algorithms that can adjust to individual learning speeds and styles. For instance, if a student struggles with a specific concept, the avatar can provide step-by-step guidance or alternative explanations tailored to the student’s needs.

Importantly, these avatars are designed to complement, not replace, human teachers. They handle repetitive tasks like drilling key concepts or providing immediate feedback, allowing teachers to focus on creative and interpersonal aspects of teaching. Combining human expertise and digital efficiency ensures students receive the best of both worlds.

These avatars represent the future of personalised learning—accessible, adaptive, and built to complement the unique strengths of every teacher and student.

FW: You’ve been piloting the software with schools. Can you tell us a bit about the effects on children’s learning?

MH: Our pilot programmes have shown consistently positive results, particularly in improving student engagement and comprehension. In one UK school, students using 21C tools achieved a 25% improvement in their maths test scores within a single term. Teachers highlighted how the platform’s instant feedback feature helped students address mistakes in real time, preventing misconceptions from taking root.

Beyond academic performance, the pilots also revealed improvements in students’ confidence and enjoyment of maths. Gamefied challenges and interactive visuals made the subject less intimidating and more approachable. The shift from feeling “left behind” to actively enjoying maths has been transformative for many students.

Teachers have reported that the technology allows them to identify struggling students earlier and provide targeted support, enabling better classroom outcomes. These findings align with research from Oxford University, which highlights that personalised, tech-driven learning fosters better academic and emotional outcomes. By addressing the educational and emotional barriers to learning, 21C is not just teaching maths but helping students build skills and attitudes that will serve them for life.

FW: The technology is also designed to help SEND students. Can you explain how this has been tailored to help those with learning difficulties?

MH: Supporting special educational needs and students with disabilities requires a tailored approach, and 21C’s platform has been developed with inclusivity at its core. Every feature is designed to adapt to the diverse needs of learners, ensuring that every student is included.

For instance, text-to-speech functionality helps students with dyslexia, while customisable fonts and layouts clarify visual processing difficulties. The platform also incorporates pacing controls, allowing students with ADHD to take breaks between tasks or revisit sections as needed. Research from the British Journal of Special Education shows that digital tools, when designed with accessibility in mind, can significantly improve engagement and outcomes for SEND students.

We have taken this insight further by including gamified elements that make learning interactive and fun, which helps maintain focus and reduce anxiety for students who may find traditional methods overwhelming. Teachers have noted that 21C’s SEND features allow them to provide more effective support, as they can monitor progress and identify challenges in real time.

By reducing the stigma often associated with additional help, our platform empowers SEND students to learn at their own pace, building confidence alongside skills. For these students, having tools that adapt to their needs is not just about better results—it is about feeling capable, included, and valued in the classroom.

FW: Schools aren’t your only target market, but parents too. Can you describe how 21C will work in the home?

MH: 21C’s platform is designed to create a seamless learning experience that bridges the gap between school and home. For parents, it offers an intuitive dashboard to track their child’s progress, access personalised activities, and receive insights into areas that need extra attention. This transparency is precious for parents who want to stay actively involved in their child’s education but may need more time or expertise to assist directly.

The platform provides engaging, gamefied lessons that complement students’ learning in school. Features like real-time feedback and adaptive exercises ensure that home learning is productive and tailored to each child’s level. This is particularly beneficial for students preparing for critical exams like GCSEs, as it reinforces classroom teaching while helping to build study habits.

A study from the University of Birmingham highlights that academic outcomes improve significantly when parents actively engage in their child’s learning. 21C leverages this by giving parents the tools to support their child effectively, whether guiding revision or encouraging independent study.

This transparency supports learning and alleviates the stress parents often feel when trying to assist their child’s education without clear guidance.

FW: Do you have plans to roll this out internationally?

MH: While our primary focus is British schools, we recognise the potential of 21C’s solutions to address global challenges. Teacher shortages are a growing issue across Europe, Asia, and Africa. According to UNESCO’s 2024 Global Education Monitoring Report, the world will need 69 million additional teachers by 2030 to meet demand.

Our platform is well-suited to international markets that align with the IGCSE framework—a globally respected British qualification. By localising content and adapting tools to reflect cultural and linguistic nuances, 21C can deliver the same quality and impact abroad as it does in the UK.

That said, our commitment to British schools remains central to our mission. By first supporting UK teachers and students, we aim to set a global example of how EdTech can transform education. International expansion builds on our belief that British innovation has the power to lead nationally and globally, setting new standards for how technology can revolutionise education.

FW: What would you most wish to say to government about the future of education?

MH: Education is at a crossroads, and the government has a unique opportunity to shape its future. The teacher shortage, declining student outcomes in key subjects like maths, and rapid technological change all demand urgent action. My message to policymakers is simple: invest in EdTech as a core component of education reform.

Countries like Estonia and Singapore have demonstrated how integrating technology into education can transform outcomes, improve efficiency, and bridge gaps in access. The UK can and should lead this effort, particularly given its strong tradition of educational excellence. By funding digital infrastructure, training teachers to use EdTech effectively, and incentivising innovation, the government can ensure that British students are prepared for future challenges.

At 21C, we have proved that technology can make a tangible difference. Our platform reduces teacher workloads, personalises learning, and simultaneously boosts engagement, addressing multiple challenges. However, for these solutions to reach their full potential, they must be part of a larger, systemic strategy. By prioritising EdTech, the government can future-proof the education system and ensure that every child, regardless of background, is equipped to thrive in an increasingly complex world.

More information

21st Century Digital Teaching (21C) widens its mandate for digital learning by providing skilful solutions for GCSE maths to schools and the same high-quality teaching directly to the students and educators via its direct-to-the-consumer platform, Pocket Maths. Accessed through our website currently but via our App in April 2025, PocketMaths.com is a must for modern teaching and is set to expand further in 2025/26. 

Our human avatars are there daily to teach students in every environment and weather condition. 

21C welcomes all questions and enquiries :

Expanding the 21C Portfolio

As 21C continues to redefine EdTech, its product portfolio showcases innovative solutions tailored to distinct markets, ensuring impact across classrooms, homes and internationally.

21C School (B2B)

Designed specifically for schools and institutions, 21C School addresses critical educational challenges, such as teacher shortages and learning gaps. The platform enables personalised lesson plans, automated marking, and real-time progress tracking by combining advanced AI tools with intuitive teacher dashboards. Its accessibility features cater to SEND learners, ensuring no student is left behind. For schools, this means reduced teacher workload and costs and improved student outcomes.

Pocket Maths (B2C)

Pocket Maths, targeted at parents and students, bridges the gap between school and home. The platform offers engaging, gamefied lessons and adaptive exercises to build confidence and reinforce classroom teaching. Parents benefit from a user-friendly dashboard that tracks progress and highlights areas needing attention, making it an invaluable tool for GCSE maths preparation and independent study.

Pocket Games (B2B2C)

Pocket Games will debut at the BETT Exhibition in London this month. It is set to excite pupils and engage with all stakeholders. This innovative product represents 21C’s latest leap in combining education and entertainment. It offers interactive learning games tailored for school and home use, reinforcing key concepts while keeping students engaged. By bridging the B2B and B2C markets, Pocket Games creates opportunities for schools to enhance engagement in a modern environment while offering parents additional support tools.

Looking Ahead

Whether through its focus on schools, direct engagement with families, or innovative gaming solutions, 21C demonstrates a commitment to addressing the evolving needs of education. By targeting diverse markets with scalable and impactful products, the company continues to become a leader in modern learning solutions via its range of subject matter.

21C Digital

For more information, http://www.21c.digital