Sethi De Clercq is a passionate educator with experience across Early Years, Primary, and Secondary education. As Year 2 Teacher, Head of Key Stage 1, and Computing Lead at Rugby School Thailand, he leads with a focus on inclusive practice, high expectations, and meaningful integration of technology. Beyond the classroom, Sethi is a keynote speaker and trainer who has presented at conferences worldwide on EdTech and the future of education. He also runs the YouTube channel Flipped Classroom Tutorials, where he shares practical tools and strategies to empower teachers. His work centres on supporting educators globally to make confident, thoughtful choices about teaching, learning, and digital innovation.
Recently, in an exclusive interview with K12 Digest, Sethi shared insights into his journey as an educator, highlighting his passion for technology integration and inclusive practice. Sethi emphasized the importance of discernment in using technology, critical thinking, and building relationships with students in the digital age. He also shared personal hobbies and interests, future plans, pearls of wisdom, and much more. The following excerpts are taken from the interview.
Hi Sethi. What inspired you to transition between different key stages (EYFS, KS1, KS2, Secondary) in your teaching career?
My journey through different key stages has always been driven by a simple force: curiosity. Wearing different ‘hats’ at different times, was often a result of the desire to see learning from multiple perspectives. I have always had an interest in a range of different topics, ranging from the natural world and Sciences, to pedagogy, technology, and Computer Science. Working in EYFS, KS1, KS2 and then moving into secondary Computing gave me an incredible insight into the full arc of a child’s educational experience. Many of the classroom techniques I had seen successfully used in EYFS classes also seemed to work in KS3 with a few changes or adaptations, and teaching in KS3 allowed for a new found appreciation of what was happening down in KS1. It wasn’t about climbing a ladder, sideways movements or ticking boxes; it was about understanding how the early foundations connect with later outcomes, and how small shifts in approach at the beginning can echo all the way through to the end of schooling. That broader view has been invaluable in shaping how I teach, lead, and train others.
It’s also what has kept me interested in pedagogy and education and allowed me to continuously develop my own practice to try and be better at what I do.
What do you love the most about your current role?
Right now, what I love most about my current role is the balance between leading and learning. Being head of KS1, and Year 2 allows me to work closely with some of our most talented teachers, celebrate their successes, and support them through challenges, but it also keeps me deeply connected to the classroom. I never want to lose that link. One thing I missed the most when teaching Computer Science in KS3, was having what I refer to as a ‘class family’ , a cohort of students you know really well and work with all year round. You build a relationship with them, their families, know the siblings, who picks them up and what makes them happy or upsets them. There’s something very special about the energy of young learners, the way they see the world with such openness, and it reminds me daily of why this work matters.
You are laying a foundation for years to come. As a teacher, your interest or dislike for a subject, can leave scars for years to come. This sense of impact is what makes me love teaching so much. I myself experienced this when I fell in love with Maths thanks to a passionate and truly engaging Teacher I had very early on in my schooling, which has stayed with me well into my University years and beyond.
What do you believe are the most critical skills for educators to develop in the digital age?
In the digital age, and now the age of AI, I think educators need more than just technical competence. The real skill lies in discernment: knowing when technology adds genuine value and when it risks becoming a distraction. I keep saying that we should evaluate the tools we use by basing their usage on our outcomes and not find outcomes to match the tools we are already using at that moment. Critical thinking, adaptability, and the ability to create inclusive digital spaces are far more important than knowing every new tool. Teachers don’t have to be tech experts, but they do need to feel confident in making intentional choices about the tools they bring into their classrooms. This is why the human element, the ability to build relationships, is central to everything. Without that foundation, technology, no matter how advanced, is just a tool. Especially in this still relatively new AI-driven age. If one thing will set us as educators aside from the digitalness of passively consuming content and information through AI and the internet, it’s that we are able to build relationships with our students first. This then leads to an ability to relay information in a way that is catered to them! If we truly know our students, we can find the right metaphors and analogies to help them understand even the most complex of topics.
How do you see the role of EdTech shaping the future of learning in primary education?
I see the role of EdTech in primary education as a powerful duality: both a major challenge and a huge opportunity. The challenge is avoiding the temptation to treat technology as a gimmick, something shiny that entertains but doesn’t deepen learning. This happens all too often, and we can see the results of this all around us. Children swipe on all screens, even non-touch screens naturally, almost as a reflex. They tap tablets before reading what is required of them. The opportunity, though, is huge. When used thoughtfully, EdTech can personalise learning, make abstract concepts tangible, and give young learners a voice they may not otherwise have. For me, the future lies in that balance: tools that support creativity, collaboration, and understanding rather than just drill-and-practice, digital consumption or worse digital babysitting and parenting.
What motivates you to create and share resources on platforms like YouTube (Flipped Classroom Tutorials)?
My motivation for creating and sharing resources on YouTube has always come from a simple place: I wanted to make life a little easier for teachers. I recall very early on creating screen recordings and tutorials for internal use within our school only, until a good friend of mine suggested switching the setting from unlisted to public. Before I realised what was going on I was reading comments from teachers around the world finding the content helpful and often these were teachers who, unlike some of us, did not have access to ongoing professional development or an EdTech integrator or Director of digital learning at their school to guide them. I know how overwhelming it can feel to keep up with new tools and approaches, and I’ve always believed that practical, step-by-step tutorials or overviews can empower teachers to try things they might otherwise shy away from. Over the years, the channel has grown into something bigger than I ever imagined, but at the heart of it, it’s still about helping a teacher somewhere in the world feel a bit more confident tomorrow than they did today.
Looking ahead, what emerging EdTech trends do you think will have the most significant impact on primary education, and how are you preparing for them?
As for emerging EdTech trends, I think the obvious such as artificial intelligence will play an enormous role in shaping the way we work with young learners. But alongside AI, I see trends around digital literacy, data science, and student voice becoming increasingly important. Preparing for this isn’t about predicting every small little change, but about cultivating a mindset of flexibility. I try to model this in my own work by experimenting with new tools, reflecting honestly on what works and what doesn’t, and staying rooted in pedagogy rather than novelty.
What are some of your greatest achievements in your career till date? What makes them special?
When I think about my greatest achievements, they aren’t necessarily the things that show up on a CV. They are the moments where I’ve seen teachers I’ve worked with or had the privilege of training grow in confidence, or when a student who thought they weren’t “good with computers” suddenly lights up because they’ve cracked a problem. Of course, speaking at conferences or building long-term partnerships in EdTech such as those I’ve built over the years with companies such as Google and Microsoft are milestones, I’m very proud of, but it’s those small, human moments that feel most special because they capture the true impact of the work.
What are your passions outside of work?
First and foremost, spending time with my family. I love getting outside and we are always busy doing things together, whether this is attending swimming competitions with my two boys, going to a new cafe or newly discovered restaurant, or visiting a national park and travelling. Outside of family and work, I find most joy in creative side projects such as coding websites or building digital tools and apps I use myself. When it’s time to put the devices and tech aside I can often get lost in a good book which will often be a SciFi novel or modern detective thriller. and exploring new ways to connect learning with the wider world. I’ve always believed that who we are outside the classroom deeply influences who we are inside it, and so I try to stay curious and keep learning in my own life as well.
Where do you see yourself in the next 5 years?
Looking ahead five years, I hope to be doing much of the same; teaching, leading, and creating, but on a larger scale. I’d like to see my work in EdTech reach even more educators globally, and to support that, I’ve been building out my own websites, sethideclercq.com and readysetcompute.com with a colleague. Whether through my YouTube channel, training, or collaborations. At the same time, I hope to remain grounded, still connected to classrooms and students, because that’s where I find meaning and I genuinely enjoy teaching.
What advice would you give to early-career teachers looking to specialize in computing or EdTech?
For early-career teachers who want to specialise in computing or EdTech, my advice is always to start with the pedagogy, not the technology. Don’t worry about mastering every app or platform. Instead, focus on what good learning looks like and then choose tools that support that. Stay curious, keep experimenting, and don’t be afraid to fail because the best lessons often come from what doesn’t work. Be willing to have terrible lessons and learn from it rather than chance the WOW lesson that has no long-term impact. And most importantly, remember that EdTech is about people, not products. It’s there to serve you as a teacher and your learners, not the other way around.