Every learner develops the key competences to positively impact society
The world needs people who can sit across from someone they disagree with and still find common ground. People who can reflect, adapt, and think beyond their own perspective. These are part of the competencies that underpin the UN Sustainable Development Goals, and they are exactly what great education is supposed to develop.
But society is growing more complex, faster than education systems can keep up. The demand for this kind of deep, skills-based learning is growing at a scale that puts enormous pressure on the people at the heart of it all: educators.
Quality teaching takes time and organisation. Designing activating learning activities that build these competencies, running them consistently across courses and programmes, tracking whether students are actually developing them is hard work. And the administrative weight of it gets in the way of the teaching itself.
Our mission is to make that possible at scale. By building on top of the LMS and removing the organisational friction of good teaching, we help educators do more of what they do best. Because when teachers are freed to teach well, students develop the competencies that shape a better society.
We are humble about our place in education. Learning is, at its core, a deeply human experience, shaped by relationships, curiosity, and the space a good educator creates. Technology cannot replicate that. What it can do is make better teaching easier to organise.
From the very beginning, founded by students and teachers, we built with educators, not just for them. Because we believed then, as we do now, that technology should serve teaching, not the other way around.
We are also humble about the fact that every teacher is different, every learner is different, and learning happens in a specific context. Therefore pedagogy shapes the technology, not the reverse. That means a learning design system needs to adapt to how educators actually teach, not ask them to adapt to how a tool was built. Good learning design technology doesn’t impose a method. It makes more methods possible.
And when you build technology that sits at the heart of education, certain principles cannot be an afterthought. Accessibility, ethics, privacy, security, interoperability, academic freedom, these are not features we add later. They are built in from the start, by design. Established in 2012, we are building it for long-term value. When that works, it is not FeedbackFruits that positively transforms education. It is the educators who do.
A letter from our Founder & CEO
Thank you for taking the time to learn a little about where FeedbackFruits came from.
As a Sustainable Energy Technology student, I had one obsession: climate change. My friends nicknamed me CO2Woud for how often I brought it up. But it was watching Carl Sagan testify before the U.S. Congress that made something click. The science had existed for decades. And yet it hadn’t moved people enough to act. That, I realised, was an education problem. As society grows more complex, the need for people who can think critically, reflect honestly, and engage across differences only grows. Developing these competencies at scale is very hard.
I felt that gap as a student myself. Passive lectures and the occasional group assignment gave me knowledge, but the moments that actually shaped me were the ones where I had to defend an idea or work through something with someone who saw it differently. Those moments didn’t happen by accident. A teacher had to design them. And I kept asking myself: why wasn’t that kind of teaching happening everywhere? As I pursued my education, I also came to realize that the traditional lecture-and-exam approach didn’t adequately prepare me for the challenges ahead. While I gained knowledge, I lacked the engagement and critical thinking skills that truly foster growth.
When I became a teacher, I found the answer. The educational science was clear on the positive effect. But organising a single meaningful activity for a group of 25 students: forming the right groups, collecting responses, giving feedback, making it actually work, was much harder than it sounds. That was the obstacle.
That is what FeedbackFruits set out to solve in 2012. Not to reinvent education, but to remove the organisational friction that stops good teaching from happening at scale. Since then that work has grown into a learning design system trusted by over 200 institutions across 28 countries, built on one enduring belief: pedagogy over technology.
We are a team that has spent over a decade earning the trust of the people and institutions we work with. And we are still just getting started.
Sincerely,
Recognition and Awards
Secure and certified
A Commitment to sustainability
A team with purpose
Our cultural values
Humane
Ambitious
Pragmatic
Curious
