AI Project Academy brings human-first AI learning to Reston’s young students

By: Ellyn Wexler, staff writer

When a fifth-grader with dyslexia—and a passion for basketball—posed a simple question, it sparked a new educational idea: “Why can’t kids use AI to solve real-world problems?”

For Uno Mutlu, a Reston parent and technology professional with a doctorate in engineering, that question revealed a growing gap in how schools approach artificial intelligence. AI was already part of children’s lives, he realized, but there was no safe, structured, age-appropriate way for them to learn how to use it thoughtfully. Schools were often avoiding AI altogether or limiting it to advanced tracks, while many students were already experimenting with AI tools on their own, frequently without guidance.

That realization led to the founding of AI Project Academy in May 2025. Based in Reston, the Academy was created by a team of instructors, technologists, and parents, including Mutlu’s wife, Burcu. Their goal was to introduce AI literacy early, in a way that is ethical, inclusive, and aligned with how children actually learn. As AI increasingly shapes how students research, communicate, and solve problems, Mutlu said families and educators have been left without a clear roadmap for helping young learners engage with it responsibly.

Parents see AI creeping into homework, search engines, and social platforms, while also hearing about its importance for future careers, yet many lack a trusted pathway to guide their children. Educators, meanwhile, are under pressure to bring AI into classrooms but often lack the time, training, or practical models to do so effectively. The result, Mutlu said, is that AI instruction is either pushed aside or reserved for a small group of advanced students, leaving many others behind.

AI Project Academy was designed to bridge that gap through a human-first, project-based approach that treats AI as a thinking partner rather than a shortcut. The Academy currently serves students in kindergarten through sixth grade, roughly ages 8 to 12—an age group Mutlu describes as critical, yet frequently overlooked in AI education. These are the years when students are forming learning habits, confidence, and identity, and the Academy plans to expand to older grade levels in the future.

Mutlu’s involvement in the Academy is both professional and personal. His background spans advanced technology, research, and real-world problem solving, but it was his role as a Reston dad that made the issue impossible to ignore. He watched children, including his own, encounter AI with curiosity but little guidance. From the start, he said, the team was clear they did not want to build a tool-first program, but rather an after-school learning experience that supports future-ready skills such as critical thinking, fact-checking, creativity, and confidence—especially for students who do not always thrive in traditional classrooms.

His own child, Dalyan, participates in the Academy, and that experience directly influenced its design. As a basketball player working to improve his three-point shot, Dalyan began using AI to communicate more effectively with his trainer, sharing ideas, analyzing feedback, and adjusting technique. What stood out most, Mutlu said, was not just the technical aspect, but Dalyan’s growing clarity of expression and confidence. AI became a way to organize thoughts and work through challenges, rather than a shortcut around learning.

That philosophy is central to the Academy’s approach. Students are taught to learn with AI, not just about it, and are encouraged to question, fact-check, and challenge AI outputs. Technical skills are embedded within hands-on, real-world projects where students research, iterate, reflect, and present their ideas. Ethics, safety, privacy, and critical thinking are not treated as separate lessons, but as essential parts of the learning process from the beginning.

What distinguishes AI Project Academy from other technology programs, Mutlu said, is this holistic approach. Students complete end-to-end projects within a single guided environment, using AI as a support for deeper thinking rather than a replacement for it. The curriculum is intentionally inclusive, designed to support a wide range of learning styles, and places ethical reasoning and responsible use at the foundation of every project.

Since launching, the Academy has received a strong response from the Reston community. Through PTA outreach and local events, early waitlists have formed, and there has been interest from both public and private schools. The immediate focus is on strengthening partnerships within Reston and with local community organizations before expanding thoughtfully into other regions.

“Our goal,” Mutlu said, “is to make sure every child has a seat at the AI table—and to start doing that right here in Reston.”

For information, visit https://www.aiprojectacademy.com.