global education

What Is Global Education and Why Does It Matter?

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Global education are both practices guided by a set of purposes and approaches intentionally created to provide opportunities for students to develop global competencies, and the theories that explain and inform those practices and their effects. Global competencies encompass the knowledge, skills, and dispositions that help students develop, understand, and function in communities which are increasingly interdependent with other communities around the world, and that provide a foundation for lifelong learning of what they need to participate, at high levels of functioning, in environments in continuous flux because of increasing global change.

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A competence encompasses more than knowledge and skills “It involves the ability to meet complex demands, by drawing on and mobilizing psychosocial resources (including skills and attitudes) in a particular context. For example, the ability to communicate effectively is a competency that may draw on an individual’s knowledge of language, practical IT skills, and attitudes towards those with whom he or she is communicating” (OECD 2005 , p. 4).

A quintessentially global topic is climate change. Global competency should enable people to understand climate change, to adapt to mitigate its impact, and hopefully to revert it. Climate Change Education, a subdomain of Education for Sustainable Development, is a modality of Global Education focused on preparing people to achieve more sustainable ways to relate to our habitat. It encompasses preparation to adopt practices that are known to be sustainable, for example slowing down population growth, consuming a diet with a smaller carbon footprint, or using renewable energies. These practices may be individual in the choices we make about our own consumption and lifestyle, or they may be collective, the result of choices we make as citizens when we participate in the democratic process in various levels of government or when we influence the behavior of corporations. Government policies are essential to slowing global warming, and they are subject to influence and preferences by citizens, educated to understand the scientific consensus on climate change and with the capacity to exercise influence as citizens.

But Climate Change Education encompasses also the development of the innovation skills necessary to slow down climate change, which requires advancing knowledge and inventing technologies that can help us transform our interactions with the environment, in a way reinvent our way of life. As a result, educating to mitigate climate change and for sustainability involves equipping people with the necessary skills for such advancement of knowledge and invention.

An example from the field of sanitation will illustrate the role of inventive skills in addressing climate change. In his efforts to improve sanitation in the developing world, Bill Gates concluded that the toilets and water treatment systems developed and in use in the early industrialized world were poor fits to developing countries because they were resource-intensive and generated excessive waste. This caused him to undertake projects to stimulate innovation in the design of next-generation toilets that could operate without sewer systems (Brueck 2019 ; D’Agostino 2018 ).

The competencies gained from global education should help students understand how the communities in which they live relate to other communities around the world, how they are affected from that interaction and affect others, how their lives are shaped by topics which are global in nature, such as climate change, or trade, or scientific cooperation, and to participate in forms of global action and cooperation within their spheres of influence in ways which contribute effectively to the various communities they are a part of, and in this way improving the world.

There are different intellectual traditions that influence how global education is defined and conceptualized. These perspectives draw on various intellectual traditions: globalism, nationalism, internationalism, transnationalism, cosmopolitanism, post-colonialism, and indigeneity. They are anchored in diverse core concepts: justice, equity, diversity, identity and belonging, and sustainable development. They include perspectives that accept the existing international social and economic order, along with others that are more critical (Davies et al. 2018 ).

Following a cosmopolitanist and critical perspective, in my own work developing global citizenship curriculum, I have adopted the United Nations Sustainable Development Goals as a guiding framework because they articulate a capacious vision of sustainability and because they tie global education as a theoretical field and practice to a set of concepts that are widely shared across many fields of human endeavor, including education, but extending also into public health, work and industry, poverty alleviation, environmental sustainability, poverty reduction. These seventeen goals are deeply rooted in multiple disciplines focused on human and social development. The Sustainable Development Goals pose also a challenge to the very notions of development and social progress, emphasizing the interdependence of inclusion, social justice, peace and environmental sustainability (Reimers et al. 2016 , 2017 ).

Global education encompasses the traditional disciplines in service of helping students understand the world in which they live: sciences, social sciences, and humanities. For example, to understand climate change it is necessary to understand the processes that explain how climate works, a subject of scientific study. A global education includes also opportunities for students to imagine and enact strategies to advance human well-being, which draws on the capacities of invention and ethical reasoning. This might include helping students to develop the curiosity to advance scientific understanding in a particular domain, or the desire to create products or services that advance well-being or solve problems, as with the previous example of reinventing toilets to address sanitation and advancing health.

Global education is not necessarily an additional curriculum domain, rather, it is a set of clear purposes which can help align the entire curriculum with real world questions, challenges, and opportunities. As such, global education is a way to help teachers as well as students understand the relationship between what is learned in school and the world outside the school. Global education encompasses also a series of approaches, pedagogies, curricula, and structures to support such instruction that is explicitly designed to help build the breadth of skills that can help students function in a deeply interdependent and increasingly globally integrated world. The Australian Curriculum Corporation defines it as follows:

Global education is defined as an approach to education which seeks to enable young people to participate in shaping a better shared future for the world through: Emphasising the unity and interdependence of human society, Developing a sense of self an appreciation of cultural diversity, Affirming social justice and human rights, peace building and actions for a sustainable future, Emphasising developing relationships with our global neighbours, Promoting open-mindedness and a predisposition to take action for change. (Curriculum Corporation 2008 , p. 2)

Global education includes multiple specific domains, such as environmental education and education for sustainability, understanding global affairs, understanding the process of globalization and of global interdependence, developing intercultural competency, fostering civic engagement, human rights, and peace education. Sciences and humanities are the disciplinary foundations of global education, for there is no way to understand the world without the knowledge, skills, and dispositions that result from learning to think as scientists do or reason as humanists can do.

For example, in order to understand climate change, students need to know not just the scientific consensus on the causes of climate change, but the underlying processes that are the major drivers of climate change producing significant release of carbon dioxide and other bases into the atmosphere which trap heat. Scientists have identified boundaries for ten systems within which humans and other species can live: freshwater use, land use, phosphorous pollution, ocean acidification, climate change, ozone depletion, nitrogen pollution, biodiversity loss, aerosol air, and chemical pollution. These systems are: ocean acidification, climate change, ozone depletion, nitrogen pollution, and biodiversity loss. Only after they understand those systems will students be able to comprehend the metrics which demonstrate the nature and causes of climate change. For eight of those system metrics for which we have data to compare pre-industrial revolution levels to current levels, five of them exceed the boundaries representing high risk that life is not sustainable. Furthermore, the remaining three metrics: freshwater use, land use, and phosphorous pollution, have changed significantly, in the direction of the increasing risk boundary. Only two of the eight metrics (ocean acidification and ozone depletion) have current values that are lower than the values before the industrial revolution (UNESCO 2017 , p. 20). Only once they can understand those systems and metrics, will students be able to understand the scientific consensus which is that the main causes of those changes are human–environmental interactions, resulting from overpopulation, modern lifestyles and individual behavior (NASA 2020 ). But, as explained earlier, in order to contribute to the mitigation of climate change, students will need more than the scientific understanding of how climate works. They will need the capacity for systemic thinking, and the capacity to identify various criteria, value-based systems, to choose among alternatives and weigh tradeoffs among alternatives, so they can evaluate the costs and benefits involved in reducing population growth, or consumption, or in building circular economies with industries located closer to cities as a way to reduce transportation costs.

An effective program of global education is not the additive result of a series of isolated experiences in various curriculum silos, but the result of coherent and integrated learning opportunities that can help students understand the relationship between what they learn in various grades and subjects in service of understanding the world and of being able to act to improve it. As such, a global education helps students think about complexity and understand the systems which undergird global issues and global interdependence.

The Asia Society and the OECD define global competence as follows:

Both OECD and the Center for Global Education have identified four key aspects of global competence. Globally competent youth: (1) investigate the world beyond their immediate environment by examining issues of local, global, and cultural significance; (2) recognize, understand, and appreciate the perspectives and world views of others; (3) communicate ideas effectively with diverse audiences by engaging in open, appropriate, and effective interactions across cultures; and (4) take action for collective well-being and sustainable development both locally and globally. (OECD and Asia Society 2018 , p. 12)

A global education, in short, helps prepare students to live so that “nothing human is foreign to them” to quote the playwright Terence who expressed this cosmopolitan aspiration two thousand years ago, a quote that so captivated the sixteenth-century philosopher and humanist Michel de Montaigne that he engraved it in one of the beams of his study. Montaigne’s focus on understanding human nature influenced many subsequent philosophers and scientists, including Rousseau, Bacon, Pascal, Descartes, and Emerson. He translated his humanist and cosmopolitan vision into ideas about how children should be educated. He argued that the goal of education was to prepare students for life and that this required experiential learning and personalization (Montaigne 1575 ).

In the chapters that follow, I explain each of these five perspectives in greater detail, illustrating how they can help approach the design and implementation of a program of global education.

Brueck, H. (2019). A $350 toilet powered by worms may be the ingenious future of sanitation that Bill Gates has been dreaming about. Business Insider .

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D’Agostino, R. (2018). How does Bill Gates’s ingenious, waterless, life-saving toilet work? Popular Mechanics. https://www.popularmechanics.com/science/health/a24747871/bill-gates-life-saving-toilet/ .

Davies, I., Ho, L. C., Kiwan, D., Peck, C. L., Peterson, A., Sant, E., et al. (Eds.). (2018). The Palgrave handbook of global citizenship and education . London, UK: Palgrave Macmillan.

Montaigne, M. (1575). On the education of children. http://essays.quotidiana.org/montaigne/education_of_children/ .

NASA. (2020). Global climate change. Vital signs of the planet . Retrieved from January 14, 2020, from https://climate.nasa.gov/ .

OECD. (2005). Definition and selection of key competencies: Executive summary . Paris: OECD. https://www.oecd.org/pisa/35070367.pdf .

OECD and Asia Society. (2018). Teaching for global competence in a rapidly changing world. Paris: OECD. https://asiasociety.org/sites/default/files/inline-files/teaching-for-global-competence-in-a-rapidly-changing-world-edu.pdf .

Reimers, F., Chopra, V., Chung, C., Higdon, J., & O’Donnell, E. B. (2016). Empowering global citizens . Charleston, SC: CreateSpace.

Reimers, F., et al. (2017). Empowering students to improve the world in sixty lessons . Charleston, SC: CreateSpace.

UNESCO. (2017). Education for people and planet (Global education monitoring report). Paris: UNESCO.

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Reimers, F.M. (2020). What Is Global Education and Why Does It Matter?. In: Educating Students to Improve the World. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-3887-2_2

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Global Education

By: Hannah Ritchie , Veronika Samborska , Natasha Ahuja , Esteban Ortiz-Ospina and Max Roser

A good education offers individuals the opportunity to lead richer, more interesting lives. At a societal level, it creates opportunities for humanity to solve its pressing problems.

The world has gone through a dramatic transition over the last few centuries, from one where very few had any basic education to one where most people do. This is not only reflected in the inputs to education – enrollment and attendance – but also in outcomes, where literacy rates have greatly improved.

Getting children into school is also not enough. What they learn matters. There are large differences in educational outcomes : in low-income countries, most children cannot read by the end of primary school. These inequalities in education exacerbate poverty and existing inequalities in global incomes .

On this page, you can find all of our writing and data on global education.

Key insights on Global Education

The world has made substantial progress in increasing basic levels of education.

Access to education is now seen as a fundamental right – in many cases, it’s the government’s duty to provide it.

But formal education is a very recent phenomenon. In the chart, we see the share of the adult population – those older than 15 – that has received some basic education and those who haven’t.

In the early 1800s, fewer than 1 in 5 adults had some basic education. Education was a luxury; in all places, it was only available to a small elite.

But you can see that this share has grown dramatically, such that this ratio is now reversed. Less than 1 in 5 adults has not received any formal education.

This is reflected in literacy data , too: 200 years ago, very few could read and write. Now most adults have basic literacy skills.

What you should know about this data

• Basic education is defined as receiving some kind of formal primary, secondary, or tertiary (post-secondary) education.
• This indicator does not tell us how long a person received formal education. They could have received a full program of schooling, or may only have been in attendance for a short period. To account for such differences, researchers measure the mean years of schooling or the expected years of schooling .

Despite being in school, many children learn very little

International statistics often focus on attendance as the marker of educational progress.

However, being in school does not guarantee that a child receives high-quality education. In fact, in many countries, the data shows that children learn very little.

Just half – 48% – of the world’s children can read with comprehension by the end of primary school. It’s based on data collected over a 9-year period, with 2016 as the average year of collection.

This is shown in the chart, where we plot averages across countries with different income levels. 1

The situation in low-income countries is incredibly worrying, with 90% of children unable to read by that age.

This can be improved – even among high-income countries. The best-performing countries have rates as low as 2%. That’s more than four times lower than the average across high-income countries.

Making sure that every child gets to go to school is essential. But the world also needs to focus on what children learn once they’re in the classroom.

Millions of children learn only very little. How can the world provide a better education to the next generation?

Research suggests that many children – especially in the world’s poorest countries – learn only very little in school. What can we do to improve this?

• This data does not capture total literacy over someone’s lifetime. Many children will learn to read eventually, even if they cannot read by the end of primary school. However, this means they are in a constant state of “catching up” and will leave formal education far behind where they could be.

Children across the world receive very different amounts of quality learning

There are still significant inequalities in the amount of education children get across the world.

This can be measured as the total number of years that children spend in school. However, researchers can also adjust for the quality of education to estimate how many years of quality learning they receive. This is done using an indicator called “learning-adjusted years of schooling”.

On the map, you see vast differences across the world.

In many of the world’s poorest countries, children receive less than three years of learning-adjusted schooling. In most rich countries, this is more than 10 years.

Across most countries in South Asia and Sub-Saharan Africa – where the largest share of children live – the average years of quality schooling are less than 7.

• Learning-adjusted years of schooling merge the quantity and quality of education into one metric, accounting for the fact that similar durations of schooling can yield different learning outcomes.
• Learning-adjusted years is computed by adjusting the expected years of school based on the quality of learning, as measured by the harmonized test scores from various international student achievement testing programs. The adjustment involves multiplying the expected years of school by the ratio of the most recent harmonized test score to 625. Here, 625 signifies advanced attainment on the TIMSS (Trends in International Mathematics and Science Study) test, with 300 representing minimal attainment. These scores are measured in TIMSS-equivalent units.

Hundreds of millions of children worldwide do not go to school

While most children worldwide get the opportunity to go to school, hundreds of millions still don’t.

In the chart, we see the number of children who aren’t in school across primary and secondary education.

This number was around 260 million in 2019.

Many children who attend primary school drop out and do not attend secondary school. That means many more children or adolescents are missing from secondary school than primary education.

Access to basic education: almost 60 million children of primary school age are not in school

The world has made a lot of progress in recent generations, but millions of children are still not in school.

The gender gap in school attendance has closed across most of the world

Globally, until recently, boys were more likely to attend school than girls. The world has focused on closing this gap to ensure every child gets the opportunity to go to school.

Today, these gender gaps have largely disappeared. In the chart, we see the difference in the global enrollment rates for primary, secondary, and tertiary (post-secondary) education. The share of children who complete primary school is also shown.

We see these lines converging over time, and recently they met: rates between boys and girls are the same.

For tertiary education, young women are now more likely than young men to be enrolled.

While the differences are small globally, there are some countries where the differences are still large: girls in Afghanistan, for example, are much less likely to go to school than boys.

Research & Writing

Talent is everywhere, opportunity is not. We are all losing out because of this.

Access to basic education: almost 60 million children of primary school age are not in school, interactive charts on global education.

This data comes from a paper by João Pedro Azevedo et al.

João Pedro Azevedo, Diana Goldemberg, Silvia Montoya, Reema Nayar, Halsey Rogers, Jaime Saavedra, Brian William Stacy (2021) – “ Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It .” World Bank Policy Research Working Paper 9588, March 2021.

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What Is Global Education and Why Does It Matter?  

Teaching climate change.

Adapted from, Educating Students to Improve the World

Global education are both practices guided by a set of purposes and approaches intentionally created to provide opportunities for students to develop global competencies, and the theories that explain and inform those practices and their effects. Global competencies encompass the knowledge, skills, and dispositions that help students develop, understand, and function in communities which are increasingly interdependent with other communities around the world, and that provide a foundation for lifelong learning of what they need to participate, at high levels of functioning, in environments in continuous flux because of increasing global change. 

A competence encompasses more than knowledge and skills “It involves the ability to meet complex demands, by drawing on and mobilizing psychosocial resources (including skills and attitudes) in a particular context. For example, the ability to communicate effectively is a competency that may draw on an individual’s knowledge of language, practical IT skills, and attitudes towards those with whom he or she is communicating” (OECD 2005, p. 4). 

A quintessentially global topic is climate change. Global competency should enable people to understand climate change, to adapt to mitigate its impact, and hopefully to revert it. Climate Change Education, a subdomain of Education for Sustainable Development, is a modality of Global Education focused on preparing people to achieve more sustainable ways to relate to our habitat. It encompasses preparation to adopt practices that are known to be sustainable, for example slowing down population growth, consuming a diet with a smaller carbon footprint, or using renewable energies. These practices may be individual in the choices we make about our own consumption and lifestyle, or they may be collective, the result of choices we make as citizens when we participate in the democratic process in various levels of government or when we influence the behavior of corporations. Government policies are essential to slowing global warming, and they are subject to influence and preferences by citizens, educated to understand the scientific consensus on climate change and with the capacity to exercise influence as citizens. 

But Climate Change Education encompasses also the development of the innovation skills necessary to slow down climate change, which requires advancing knowledge and inventing technologies that can help us transform our interactions with the environment, in a way reinvent our way of life. As a result, educating to mitigate climate change and for sustainability involves equipping people with the necessary skills for such advancement of knowledge and invention. 

There are different intellectual traditions that influence how global education is defined and conceptualized. These perspectives draw on various intellectual traditions: globalism, nationalism, internationalism, transnationalism, cosmopolitanism, post-colonialism, and indigeneity. They are anchored in diverse core concepts: justice, equity, diversity, identity and belonging, and sustainable development. They include perspectives that accept the existing international social and economic order, along with others that are more critical (Davies et al. 2018). 

Following a cosmopolitanist and critical perspective, in my own work developing global citizenship curriculum, I have adopted the United Nations Sustainable Development Goals as a guiding framework because they articulate a capacious vision of sustainability and because they tie global education as a theoretical field and practice to a set of concepts that are widely shared across many fields of human endeavor, including education, but extending also into public health, work and industry, poverty alleviation, environmental sustainability, poverty reduction.

These seventeen goals are deeply rooted in multiple disciplines focused on human and social development. The Sustainable Development Goals pose also a challenge to the very notions of development and social progress, emphasizing the interdependence of inclusion, social justice, peace and environmental sustainability (Reimers et al. 2016, 2017). 

Global education encompasses the traditional disciplines in service of helping students understand the world in which they live: sciences, social sciences, and humanities. For example, to understand climate change it is necessary to understand the processes that explain how climate works, a subject of scientific study. A global education includes also opportunities for students to imagine and enact strategies to advance human well-being, which draws on the capacities of invention and ethical reasoning. This might include helping students to develop the curiosity to advance scientific understanding in a particular domain, or the desire to create products or services that advance well-being or solve problems, as with the previous example of reinventing toilets to address sanitation and advancing health. 

Global education is not necessarily an additional curriculum domain, rather, it is a set of clear purposes which can help align the entire curriculum with real world questions, challenges, and opportunities. As such, global education is a way to help teachers as well as students understand the relationship between what is learned in school and the world outside the school. Global education encompasses also a series of approaches, pedagogies, curricula, and structures to support such instruction that is explicitly designed to help build the breadth of skills that can help students function in a deeply interdependent and increasingly globally integrated world. The Australian Curriculum Corporation defines it as follows: 

Global education is defined as an approach to education which seeks to enable young people to participate in shaping a better shared future for the world through: Emphasizing the unity and interdependence of human society, Developing a sense of self an appreciation of cultural diversity, Affirming social justice and human rights, peace building and actions for a sustainable future, Emphasizing developing relationships with our global neighbors, Promoting open-mindedness and a predisposition to take action for change. (Curriculum Corporation 2008, p. 2) 

Global education includes multiple specific domains, such as environmental education and education for sustainability, understanding global affairs, understanding the process of globalization and of global interdependence, developing intercultural competency, fostering civic engagement, human rights, and peace education. Sciences and humanities are the disciplinary foundations of global education, for there is no way to understand the world without the knowledge, skills, and dispositions that result from learning to think as scientists do or reason as humanists can do. 

An effective program of global education is not the additive result of a series of isolated experiences in various curriculum silos, but the result of coherent and integrated learning opportunities that can help students understand the relationship between what they learn in various grades and subjects in service of understanding the world and of being able to act to improve it. As such, a global education helps students think about complexity and understand the systems which undergird global issues and global interdependence. 

References 

Brueck, H. (2019). A $350 toilet powered by worms may be the ingenious future of sanitation that Bill Gates has been dreaming about. Business Insider. Curriculum Corporation. (2008). Global perspectives: A framework for global education in Australian Schools. Carlton South, VC: Curriculum Corporation. 

D’Agostino, R. (2018). How does Bill Gates’s ingenious, waterless, life-saving toilet work? Popular Mechanics. https://www.popularmechanics.com/science/health/a24747871/bill-gates-lifesaving-toilet/ . 

Davies, I., Ho, L. C., Kiwan, D., Peck, C. L., Peterson, A., Sant, E., et al. (Eds.). (2018). The Palgrave handbook of global citizenship and education. London, UK: Palgrave Macmillan. 

Montaigne, M. (1575). On the education of children. http://essays.quotidiana.org/montaigne/ education_of_children/. NASA. (2020). 

Global climate change. Vital signs of the planet. Retrieved from January 14, 2020, from https://climate.nasa.gov/. OECD. (2005). Definition and selection of key competencies: Executive summary. Paris: OECD. https://www.oecd.org/pisa/35070367.pdf. OECD and Asia Society. (2018). 

Teaching for global competence in a rapidly changing world. Paris: OECD. https://asiasociety.org/sites/default/files/inline-files/teaching-for-global-competence-ina-rapidly-changing-world-edu.pdf. Reimers, F., Chopra, V., Chung, C., Higdon, J., & O’Donnell, E. B. (2016). 

Empowering global citizens. Charleston, SC: CreateSpace. Reimers, F., et al. (2017). 

Empowering students to improve the world in sixty lessons. Charleston, SC: CreateSpace. UNESCO. (2017). Education for people and planet (Global education monitoring report). Paris: UNESCO. 

The free e=book, Educating Students to Improve the World, can be downloaded here: file:///Users/fbi/Downloads/2020_Book_EducatingStudentsToImproveTheW.pdf

Open Access This chapter is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this chapter are included in the chapter’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the chapter’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. 

About fernando m. reimers.

Fernando M. Reimers is Ford Foundation Professor of Practice in International Education Faculty Director,  International Education Policy at the Harvard Graduate School of Education. He studies and teaches about innovative education policies and programs that help students develop competencies necessary for civic participation, work and life in the 21st century. He also works in the area of global citizenship education and in how to align education policies with the achievement of the Sustainable Development Goals  of the United Nations.

Reimers is a member of the  Massachusetts Board of Higher Education , and a fellow of the  International Academy of Education . He chairs the board of  World Teach , and serves on the boards of  Facing History and Ourselves ,  Teach for All , and other educational organizations.

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"New models of collective decision making, generally referred to as consultation, are the foundation of this system. This is not disputation and debate driven by ego, ideology, or interest-group competition. Bahá’í consultation seeks out a diversity of views in a search for the truth, in humble detachment and a spirit of service to the community, referring always to spiritual principles including justice and collective trusteeship."

Adrift in the World

At least 82.4 million people around the world have been forced to flee their homes due to conflict, climate, or persecution. Among them are nearly 26.4 million refugees, around half of whom are under the age of 18.

An Uncommon Song

...The relationship between song and education is well-known. Many have written on the subject, perhaps most famously Plato in The Republic. In it, Socrates warns about the dangers of teaching certain ungodly songs. If the gods are portrayed as vengeful and cruel, he says, what will prevent our children from emulating them?

The Sustainable Development Goals Begin with Mindset

We protect and develop what we cherish, what we feel part of and connected with. Therefore, how can we nurture three essential connections: with our inner being, our communities and Mother Nature?

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Global education trends and research to follow in 2022

Subscribe to the center for universal education bulletin, emily gustafsson-wright , emily gustafsson-wright senior fellow - global economy and development , center for universal education @egwbrookings helen shwe hadani , helen shwe hadani former brookings expert @helenshadani kathy hirsh-pasek , kathy hirsh-pasek senior fellow - global economy and development , center for universal education @kathyandro1 maysa jalbout , maysa jalbout nonresident fellow - global economy and development , center for universal education @maysajalbout elizabeth m. king , elizabeth m. king nonresident senior fellow - global economy and development , center for universal education jennifer l. o’donoghue , jennifer l. o’donoghue deputy director - center for universal education , senior fellow - global economy and development @jennodjod brad olsen , brad olsen senior fellow - global economy and development , center for universal education @bradolsen_dc jordan shapiro , jordan shapiro nonresident fellow - global economy and development , center for universal education @jordosh emiliana vegas , and emiliana vegas former co-director - center for universal education , former senior fellow - global economy and development @emivegasv rebecca winthrop rebecca winthrop director - center for universal education , senior fellow - global economy and development @rebeccawinthrop.

January 24, 2022

• 12 min read

As the third calendar year of the pandemic begins, 2022 promises to be an important one—especially for education. Around the world, education systems have had to contend with sporadic closures, inequitable access to education technology and other distance learning tools, and deep challenges in maintaining both students’ and teachers’ physical and emotional health. At the same time, not all of the sudden changes precipitated by the pandemic have been bad—with some promising new innovations, allies, and increased attention on the field of global education emerging over the past three years. The key question is whether 2022 and the years ahead will lead to education transformation or will students, teachers, and families suffer long-lasting setbacks?

In the Center for Universal Education, our scholars take stock of the trends, policies, practices, and research that they’ll be closely keeping an eye on this year and likely in the many to come.

More than ever, in 2022 it will be critical to focus on strengthening the fabric of our global education system in order to achieve positive outcomes—particularly through an increased focus on data-informed decisionmaking. We have seen a renewed focus on different forms of data that are critical to enhanced education outcomes, such as real-time performance data, which allow teachers and other decisionmakers to course-adjust to the needs of learners to better support their educational journeys. Additionally, high-quality program cost data are needed for decisionmakers to plan, budget, and choose the most cost-effective interventions.

One way we are seeing these areas strengthened is through innovative financing for education, such as impact bonds , which require data to operate at full potential. This year, pooled funding through outcomes funds—a scaled version of impact bonds—should make a particularly big splash. The Education Outcomes Fund organization is slated to launch programs in Ghana and Sierra Leone, and we also expect to see the launch of country-specific outcomes funds for education such as OFFER (Outcome Fund For Education Results) in Colombia, the Back-to-School Outcomes Fund in India, and another fund in Chile. At the Center for Universal Education, we will be following these innovations closely and look forward to the insights that they will bring to the education sector.

As we look ahead to 2022, one continued challenge for many families is navigating the uncharted territory of supporting children’s learning with a growing number of school closures . But while the pandemic forced an abrupt slowdown in modern life, it also provided an opportunity to reexamine how we can prioritize learning and healthy development both in and out of school. Moreover, the cascading effects of the pandemic are disproportionally affecting families living in communities challenged by decades of discrimination and disinvestment—and are very likely to widen already existing educational inequities in worrisome ways.

One innovative approach to providing enriching learning opportunities beyond school walls that address the inequities in our current systems is Playful Learning Landscapes (PLL) —installations and programming that promote children and families’ learning through play in the public realm. A current focus for PLL at Brookings is measuring the impact of these spaces to show that PLL works and to garner greater investment in them. To that end, Brookings and its partners developed a framework and an initial set of indicators from both the learning science and placemaking perspectives to help assess the positive effects of PLL on learning outcomes , as well as its potential to enhance social interaction and public life in revitalized spaces. The framework will continue to evolve as we learn from communities that are testing the expansion and adaptation of PLL—this important work is just beginning.

The pandemic highlighted several trends in education that promise to be the focus of future policy and practice in 2022 and beyond: the importance of skills that supplement the learning of content, systemic inequities in education systems, and the role of digital technology in the education of the future. It has become increasingly clear that the memorization of content alone will not prepare children for the jobs and society of the future. As noted in a Brookings report “ A new path for education reform, ” in an automated world, manufacturing jobs and even preliminary medical diagnoses or legal contracts can be performed by computers and robots. Students who can work collaboratively—with strong communication skills, critical thinking, and creative innovation—will be highly valued. Mission statements from around the globe are starting to promote a “whole child” approach to education that will encourage the learning of a breadth of skills better aligning the education sector with needs from the business sector.

The past year also demonstrated weaknesses and inequalities inherent in remote learning that I’ll be closely tracking in the years to come. In fact, the Centers for Disease Control and Prevention suggested that virtual learning presents risks to social-emotional learning . Further, research suggests that academic progress during the pandemic slowed such that students demonstrated only 35 to 50 percent of the gains they normally achieve in mathematics and 60 to 68 percent in reading. The losses are not experienced uniformly , with children from underresourced environments falling behind their more resourced peers.

The failure of remote learning also raises questions about the place of digital learning in the classroom. Learning will become more and more hybrid over time, and keeping an eye on advances in technology—especially regarding augmented reality and the metaverse—will be particularly important, as both have real consequences for the classrooms.

In 2022, I’ll be focusing on one group of children in particular–refugees–who are among those children who have historically had the least access to preprimary education. The pandemic has affected them disproportionally , as it pushed them and their families into poverty and deprived them from most forms of education during the school closures.

While much more investment in early childhood education research and evaluation is needed to improve evidence and channel scarce resources effectively, there are a few important efforts to watch. A report commissioned by Theirworld last year provided an overview of the sector and focused on a critical gap and opportunity to address the inequity of access to early childhood education in refugee settings by better supporting teachers and community workers. This year, Theirworld and partners will pursue two of the report’s recommendations–making the science of early childhood brain development widely accessible in refugee communities and building the evidence base on what works in supporting early childhood education teachers and the young refugee children they teach.

The report was informed by existing initiatives including Ahlan Simsim, which in 2017 received the largest known grant to early education in a humanitarian context. While the evaluation of Ahlan Simsim will not be complete until two more years, the Global Ties for Children research center, Sesame Workshop, and the International Rescue Committee will share critical insights into their learning to date in a forthcoming episode of the podcast the Impact Room .

This coming year I’ll be focused on how education systems can prepare for future disruptions, whatever the cause, with more deliberateness. The past two years of the COVID pandemic have seen education systems throughout the globe struggle to find ways to continue schooling. Additionally, there have been other public health crises, natural disasters such as earthquakes, floods, and severe storms, and wars and terrorism in different parts of the world that have gravely tested school systems’ ability to minimize the cost of catastrophes on students and teachers. Finding safer temporary learning places outside the school and using technologies such as radio, TV broadcasts, and online learning tools have helped, but quick fixes with little preparation are not effective approaches for sustaining and advancing learning gains.

In the age of broadcast and digital technologies, there are many more ways to meet the challenges of future emergency situations, but life- and education-saving solutions must be part of the way school systems operate—built into their structures, their staffing, their budgets, and their curricula. By preparing for the emergencies that are likely to happen, we can persevere to reach learning goals for all children.

By the close of 2021, a number of studies began to document the impact of COVID-19 on girls’ educational trajectories across the Global South. These studies point to promising trends –lower than expected dropout rates and reenrollment rates similar to (if not greater than) those of boys–while still highlighting the particular challenges faced by adolescent girls and girls living in poverty , conflict, and crisis .

In 2022, it will be critical to continue to generate more nuanced evidence—carefully considering questions such as “for which girls,” “where,” “when,” and “why.” And then we must put this knowledge to use to protect and promote girls’ and young women’s rights not just to education, but to participate and thrive in the world around them. Ensuring that marginalized girls and young women become transformative agents in improving their lives and livelihoods—as well as those of their families and communities—requires us to develop new strategies for learning and acting together.

At the Center for Universal Education, this means strengthening our work with local leaders in girls’ education: promoting gender-transformative research through the Echidna Global Scholars Program ; expanding the collective impact of our 33 Echidna alumni; and co-constructing a learning and action community to explore together how to improve beliefs, practices, programs, and policies so that marginalized adolescent girls’ can develop and exercise agency in pursuing their own pathways.

Going into year three of COVID-19, in 2022 I’m interested to see whether countries will transform their education systems or largely leave them the way they are. Will leaders of education systems tinker around the edges of change but mostly attempt a return to a prepandemic “normal,” or will they take advantage of this global rupture in the status quo to replace antiquated educational institutions and approaches with significant structural improvement?

In relation to this, one topic I’ll be watching in particular is how countries treat their teachers. How will policymakers, the media, parent councils, and others frame teachers’ work in 2022? In which locations will teachers be diminished versus where will they be defended as invaluable assets? How will countries learn from implications of out-of-school children (including social isolation and child care needs)? Will teachers remain appreciated in their communities but treated poorly in the material and political conditions of their work? Or will countries hold them dear—demanding accountability while supporting and rewarding them for quality work?

I’m interested in learning more about how pandemic lockdowns have impacted students. So far, we’ve only gotten very general data dealing with questions that are, in my opinion, too simple to be worthwhile. It’s all been about good and bad, positive and negative, learning loss and achievement. But I’ll be watching for more nuanced studies, which ask about specific ways increased time away from school has impacted social-emotional development. How do those results differ between gender, race, socioeconomic status, and geographic location? I suspect we’re going to learn some things about the relationship between home environment and school environment that will challenge a lot of our taken-for-granted assumptions.

In 2022, I’ll be tracking emerging evidence on the impact of the COVID-19 school closures on children and youth. Several researchers, including my co-authors and me , have provided estimates of the school closures’ impact on student learning losses, unemployment, future earnings, and productivity globally. But only recently are researchers analyzing actual evidence of learning losses , and an early systematic review finds that “Although robust and empirical research on COVID-19-related student learning loss is limited, learning loss itself may not be.”

Likewise, there is little rigorous reviews of remote learning tools’ and platforms’ impact on student learning during the school closures. After the pandemic, it is almost certain that remote and hybrid learning will continue—at a minimum occasionally and often periodically—in primary, secondary, and post-secondary education. It is urgent that we build the evidence base to help education decisionmakers and practitioners provide effective, tailored learning experiences for all students.

Finally, a key issue for education is how to redesign curricula so that this generation (and future generations) of students gain a key set of skills and competencies required for technologically-advancing labor markets and societies. While foundational literacy and numeracy skills continue to be essential for learning, a strong foundational knowledge of science, technology, engineering, and mathematics is ever more important in the 21st century, and I look forward to contributing research this year to help make the case for curricula redesign efforts.

I will be interested to see how parent-teacher relationships progress after the pandemic has (hopefully) faded into the background. COVID-19 has had an inescapable impact on the way we deliver education globally, but none more so than on how education leaders and teachers interact with students and their families.

For the past three years, I have been studying family-school collaboration. Together with my colleagues and partners, we have surveyed nearly 25,000 parents and 6,000 teachers in 10 countries around the world and found that the vast majority of teachers, parents, and caregivers want to work together more closely. Quality family-school collaboration has the potential to significantly improve educational outcomes, spur important discussions on the overall purpose of school, and smooth the path for schools and families to navigate change together. From community schools in New Mexico  to text message updates from teachers in India , new innovations are popping up every day—in every corner of the world. I’m excited to see what the future holds for family-school collaboration!

Education Technology Global Education

Global Economy and Development

Center for Universal Education

Emily Markovich Morris, Laura Nóra, Richaa Hoysala, Max Lieblich, Sophie Partington, Rebecca Winthrop

May 31, 2024

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The state of the global education crisis, a path to recovery.

The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children’s learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected.

The State of the Global Education Crisis: A Path to Recovery charts a path out of the global education crisis and towards building more effective, equitable and resilient education systems.

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A global education is one that incorporates learning about the cultures, geographies, histories, and current issues of all the world’s regions. It emphasizes the interconnectedness and diversity of peoples and histories. Global education develops students’ skills to engage with their global peers and highlights actions students can take as citizens of the world. It is a lens that can be applied to all disciplines and all grade levels as well as the broader school community.

Global learning is essential in the 21st century as barriers between nations and people continue to fade. From the information we consume to the business we conduct to the people we meet, our lives are becoming ever more global. The diversity of our communities reflects this reality as well. It follows that students need to become more informed and compassionate citizens, and teachers are critical to making this happen.

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All educators have a responsibility to create a globally inclusive environment for students. Schools, for example, can promote a more nuanced understanding of the multiple perspectives held by the world’s people. A global classroom can enable students to connect with other ideas and cultures as they navigate and evaluate a variety of information. Teachers of all disciplines can create meaningful learning opportunities that explore cross-cultural perspectives, draw from international examples, and encourage analytical thinking about global issues. Together, these global learning experiences prepare students to engage the larger world with greater confidence, thoughtfulness, and empathy.

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When it comes to climate change, young people around the globe have employed both leadership and passion to propose and demand solutions from the adults in charge. Yet with the support of educators like us, we can empower these young people to be even more engaged and effective in this work. What can we do to better equip our students with the knowledge to deeply understand climate change, so they can help to develop climate solutions? How can we embed climate change across subjects and disciplines to foster deep knowledge of the topic among young people? How can we help our youth become better communicators — and better advocates for climate action?

The Harvard Graduate School of Education’s 2023 Think Tank on Global Education invites educators to learn to develop and deliver powerful instruction aligned with the United Nations Sustainable Development Goals , an inclusive and sustainable vision of a better future for humanity. Reimagining Our Futures Together: A Social Contract for Education , the recent report by UNESCO’s Commission on the Futures of Education , underscores the urgency of reimagining education so that students engage with a curriculum that is authentic, relevant, and meaningful.

The 2023 Think Tank on Global Education will help you and your students gain the competencies to understand and address some of the most pressing challenges of our time and to participate in building a more inclusive and sustainable future.

The Think Tank is chaired by Professor Fernando M. Reimers , a leading scholar of global citizenship education and a member of UNESCO’s Commission on the Futures of Education, as well as the architect of several ambitious curricula aligned with the SDGs.

"We know that we have to keep fighting. We know that this isn't just about the weather and the environment. It's about justice. It's about knowing that we deserve a safe present, a just present, and a green and sustainable future." Mitzi Jonelle Tan, Youth Advocates for Climate Action Philippines

Program Details

During this three-day, in-person institute hosted at the Harvard Graduate School of Education, you’ll hear from thought leaders, researchers, and practitioners who have been innovators in Climate Action Education across school systems and explore frameworks for organizing student learning with a focus on Climate Action. Working in groups, you’ll analyze the levers for change in your setting, create curricula, develop your approaches to assessment, and begin to build a systematic approach to improvement.

Together, we’ll support you in identifying conditions that support or hinder progress toward your goals and experimenting with new concepts and tactics for leading learning with colleagues and students. All of this serves our collective goal of preparing young people to address the urgent challenge of climate change.

Learning Goals

• Analyze curricular materials related to Climate Action (SD Goal #13)  to frame and inform the curriculum for your learners.
• Explore “signature pedagogies” in climate change education and learn how exemplary teachers design signature learning experiences for their students.
• Review research on effective approaches to climate change education. Understand the power of a school-wide strategy for climate action, addressing curriculum, teacher development and operations.
• Receive feedback on your current challenges through Think Tank’s Consultancy—a protocol that facilitates reflection, peer coaching, and the application of new ideas from the institute.

Who Should Attend

• K–12 educators invested in climate change education 
• Educators at all experience levels, including those with experience building students’ climate action competencies and those new to this effort
• School teams that comprise a variety of stakeholder roles, such as teachers, curriculum directors, instructional coaches, school leaders, and community members
• District and school network leaders
• Teacher educators
• Nonprofit sector leaders who serve and collaborate with schools

Faculty Chair

Fernando Reimers

An expert in global education, Fernando Reimers focuses his work on building an understanding of how to educate children so they can thrive in the 21st century.

Tuition Assistance

Tuition assistance is available for this program on a need and application basis. Tuition assistance is granted based on participant and institutional needs. Requests for tuition assistance do not affect an applicant's prospects for admission. You may access the tuition assistance application after you have submitted your program application. Tuition assistance applications should be submitted at least one month prior to the final application deadline.

Considering this program?

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The Center for Global Education

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This partnership compact presents the priority reform and the actions that the government of Timor-Leste and the local education group are planning to secure the achievement of the priority reform, and how GPE resources will help implement, support and monitor the process.

Visit country page: Timor-Leste

New GCC Economic Update Finds Improved Quality of Education is Critical for Sustained Economic Growth

RIYADH, May 29, 2024 – Economic growth in the Gulf Cooperation Council (GCC) region is expected to rebound to 2.8% and 4.7% in 2024 and 2025, respectively, according to the Spring 2024 Gulf Economic Update (GEU) .

The encouraging regional prospects and rebound are not just due to the anticipated recovery in oil output, as OPEC+ gradually relaxes production quotas during the second half of 2024, but also builds on the strong momentum of the non-oil economy, which is expected to continue to expand at a robust pace over the medium term. The commitment of the GCC to diversifying their economies highlights their strategic approach to fostering resilience and sustainable development during a volatile global economic period.

Despite diversification efforts, hydrocarbon receipts will remain crucial in shaping the region’s fiscal and external balances in the medium term. As a result, GCC's fiscal surplus will continue to narrow in 2024, reaching 0.1% of GDP, while current account surplus is expected to reach 7.5% of GDP (compared to 8.4% of GDP in 2022).

For the GCC countries to build on their current diversification momentum and realize their full potential, the GEU report highlights the importance of education quality in fostering long term economic growth in GCC countries. The Special Focus section of this report, titled: Unlocking Prosperity: Transforming Education for Economic Breakthrough in the GCC , presents an overview of learning outcomes, analyzes progress in student learning overtime, and assesses students’ performance in the GCC relative to countries with similar income levels.

In her remarks, the World Bank’s GCC Country Director, Safaa El-Tayeb El-Kogali indicated that, “ Good quality education prepares young people to access better employment opportunities and higher wages, increasing the potential to spur economic growth. Over the last decade, GCC countries have significantly improved learning outcomes. Yet, there is still scope for GCC countries to further improve in learning outcomes as they lag behind international benchmarks .”

The quality of education is a major factor that is holding back human capital development in the region as well as the ability of GCC countries to compete at the global level with top-performing countries. On average, children in GCC countries are expected to attain 12.7 years of education by age 18. However, when considering actual learning happening in schools, expected years of education falls to 8.6, indicating that GCC countries lose, on average, 4.1 years of learning due to the quality of education. Furthermore, according to the World Bank’s Human Capital Index, a child born today in the GCC is expected to reach only 62% of their full potential productivity, mainly held back by low education quality.

In order to leverage all its human capital potential, the report recommends that GCC countries invest in the most effective strategies to improve learning and education quality, such as building foundational skills starting from early childhood, improving teaching practices, and leveraging learning assessments to inform education policy decisions. The report also emphasizes the critical need for GCC countries to build solid foundational skills from an early age since they are the cornerstone upon which future learning and skills build. Effective teachers also play a pivotal role in enhancing learning outcomes at all levels, thus providing them with the right knowledge and support mechanisms is essential.

GCC Countries Outlook

Bahrain: Bahrain’s economic outlook hangs on oil market prospects and the accelerated implementation of structural reforms. Growth is estimated to pick up to 3.5% in 2024 in line with higher oil output, while the non-oil sector remains the main growth driver. The hydrocarbon sector is expected to expand by 1.3% in 2024, far below the non-hydrocarbon sectors’ projected growth of almost 4% supported by the recovery in tourism and the service sectors, in addition to the continuation of infrastructure projects.

Kuwait: Economic growth is expected to recover to 2.8% in 2024, supported by expansionary fiscal policies, higher oil production, and increased output from Al Zour refinery. Oil output is expected to grow by 3.6%. The non-oil sector is projected to grow by 2.1%, but still relatively elevated interest rates may restrain domestic consumption, preventing the economy from achieving its full potential. Moreover, ongoing political uncertainties may delay the implementation of new infrastructure projects and slow the pace of reform initiatives.

Oman: Oman’s economic outlook remains favorable, with real growth expected to reach 1.5% in 2024, driven by increased gas production and diversification efforts. These include efforts to further improve the business environment, support the role of SMEs in the economy, and accelerate investments in renewable energy and green hydrogen. Growth is expected to further accelerate over the medium term supported by global demand recovery, increased investment in non-hydrocarbons and renewable energy. Inflation is forecast to converge to 2% over the medium term.

Qatar: Real GDP growth is projected to strengthen marginally in 2024 but remain modest at 2.1%. Non-oil growth will continue to be robust at 2.4%, driven by a growing tourism sector. The hydrocarbon sector is expected to decelerate to a 1.6% growth in 2024, affected by capacity constraints. Yet, a major boost is anticipated for the period Q42025 to 2027, with the North Field expansion project coming online.

Saudi Arabia: Following the contraction witnessed in 2023, real GDP is expected to grow by 2.5% in 2024, driven primarily by robust non-oil private activities (forecast to grow by 4.8%). With the voluntary oil production cuts ending in Q2-2024, and the expected gradual increase in production during the second half of 2024, overall oil GDP is expected to register a contraction of 0.8% in 2024. These trends are expected to be reversed in 2025, with oil output anticipated to ramp up aggressively resulting in 5.9% overall GDP growth.

United Arab Emirates: Real GDP growth is projected to accelerate to 3.9% in 2024, fueled by OPEC+'s announced significant oil production hike in the second half of 2024 and a recovery in global economic activity. Oil output growth is projected to reach 5.8% in 2024. Non-oil output will remain robust and continue to support economic growth in 2024, expanding at 3.2%, driven by strong performance in the tourism, real estate, construction, transportation, and manufacturing sectors.

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2023-24 EPIC Community College Fellows

Daniella Graves

Associate professor of sociology, ventura county community college.

Daniella Graves is a first-generation college graduate and daughter of Mexican immigrants. She has had 14 years of experience in higher education—filling both administrative and academic roles. For the last seven years, she has taught sociology at Ventura Community College, recently earning tenure. Daniella has an academic background in sociology and organizational leadership. She earned both a B.A. and M.A. in sociology (from UCLA and CSUN, respectively) and a Ph.D. in organizational leadership from The Chicago School of Professional Psychology. When she is not working, Daniella enjoys running, yoga, and spending time with her family.

Project: Global Foodways and Practices: Bridging Societal Structures and Personal Experiences

My project examines the impact of international systems on food practices. To do so, I develop a two pronged-approach which explores how larger socio-historical global forces shape current societal food patterns, while also looking at food as a vehicle for negotiating personal identities. Together, these findings will help develop a deeper understanding of the influence of food pathways on community and individual practices. Ultimately, this project aims to cultivate an awareness that food is both a fundamental human right and a means to better comprehend global systems.

Chemistry Instructor, Central Community College

Dr. Yunteng He is a chemistry instructor at Central Community College in Kearney, NE. He received his Ph.D. in chemistry from Oregon State University, along with a graduate certificate in college and university teaching. Yunteng has been committed to developing innovative teaching strategies to improve student learning and engagement. His work has led to talks and workshops at several national and international education conferences, with papers published in Journal of College Science Teaching , College Teaching , and The Teaching Professor . He is also a board member of the American Chemical Society-Nebraska section and the recipient of the League Excellence Award for Innovation in the Community College. He enjoys playing basketball and Rubik’s cubes.

Project: Cultural Elements in Chemistry Education: Implementing Stories from Different Cultures into Chemistry Curriculum for Enhanced Diversity and Inclusion

I plan to blend stories from different cultures into college-level chemistry courses to bring cultural elements into science education and to engage students with diverse backgrounds in chemistry. This project aims to engage a diverse group of students, including historically underrepresented students and female students, in chemistry education to promote diversity and inclusion in STEM fields in general.

Julie Jenkins

Professor of anthropology and global studies, foothill college.

Julie Jenkins is a full-time faculty member at Foothill College in anthropology and global studies, and is currently the faculty chair of the Global Studies Program. She received her Ph.D. in anthropology from the University of Sussex and her M.Sc. in anthropology and international development from the London School of Economics. Her teaching and research interests include religion, contemporary forms of slavery, gender inequality, international development and aid, and visual and media representations. As a community college instructor, Julie is passionate about building authentic learning moments where students feel empowered in developing a broader understanding of global interconnections.

Project: Building a Globally-Minded Community

This project will explore global issues that require interdisciplinary perspectives and collaboration to anchor a global studies community and identity, especially global issues that bridge STEM, humanities, and the social sciences. The goal of the project will be to create an interdisciplinary network of students and faculty who are interested in global issues and perspectives.

Denise Maduli-Williams

Associate professor of english and elac, san diego miramar college.

Dr. Denise Maduli-Williams is an associate professor of English and ELAC (English Language Acquisition) at San Diego Miramar College teaching online, hybrid, and in-person. She earned her M.A. in TESOL from Teachers College, Columbia University, and her Ed.D. in educational leadership through the Joint Doctoral Program at the University of California San Diego and California State University San Marcos, where her research focused on factors of connection and social presence for students of color in online community college courses. Denise has had the privilege of teaching English and ESOL for over two decades in various settings including a California prison, a village in Botswana as a Peace Corps Volunteer, and New York City public high schools. She finally found her home in community colleges, teaching at Harold Washington College in Chicago and the City College of San Francisco. In addition to her faculty position, she has also served as the Online Faculty Mentor, Online Accessibility Mentor, and Faculty Evaluations Coordinator. Denise deeply believes accessible, equitable, humanized online experiences support student success and is absolutely delighted with the future of educational technology.

Project: Empowering Multicultural Learners: An Online Toolkit for Creating Accessible Learning Environments with Universal Design for Learning and Online Accessibility Practices

The project aims to develop a framework that will support ESOL community college students with disabilities by utilizing Universal Design for Learning (UDL) and Online Accessibility Practices. The overarching goal is to ensure that both online and in-person courses are accessible to the global student body; therefore, increasing student accessibility, engagement, and success. I plan to develop an online toolkit of resources and strategies that consider disability in online experiences. This toolkit can be used to support online accessibility for multicultural students in a variety of educational settings and modalities.

Saburo Matsumoto

Professor of mathematics, college of the canyons.

Born in Kobe, Japan, Saburo (“Sab”) Matsumoto came to the U.S. as a high school student. After earning his Ph.D. in mathematics at Michigan, Sab became a researcher in geometric topology in Australia and Japan before returning to the U.S. to be a full-time professor. At College of the Canyons (COC), Sab has served as a curriculum committee member, an academic senator, department chair, and an SLO coordinator. He also helped COC win the prestigious National Bellwether Award in 2021. Recently Sab compiled an OER textbook on liberal arts mathematics. He is now involved in various comprehensive internationalization projects on campus.

Project: Global Views and Practices in College Mathematics Education

Various countries have different ways of teaching mathematics, significantly informed by what their educators believe about mathematics, teaching, and students. In my project I will pursue how these beliefs influence the way mathematics is taught around the world, with the goal of developing specific internationalization strategies to be implemented in mathematics courses in community colleges. This may include re-examining course content, particularly in courses like liberal arts mathematics and statistics, reflecting on pedagogical practices in the U.S., and developing student activities such as international collaborative projects.

Kelly Metz-Matthews

Faculty, english as a second language, san diego college of continuing education.

Dr. Kelly Metz-Matthews is faculty and assistant program chair in the English as a Second Language Department at San Diego College of Continuing Education. In addition to teaching in the field of English-language acquisition, Kelly has taught across the disciplines of rhetoric, academic writing, and teacher education. She is a proud alumna of the U.S. State Department’s English Language Fellow Program and an erstwhile San Diego Area Writing Project Fellow. Kelly’s research centers on collaborative and participatory writing practices, language ideologies in multilingual contexts, and the intersections of language, gender, and symbolic power.

Project: Internationalizing Second-Language Communication: Redesigning an Adult ESL Conversation Course

This project leverages elements of critical applied linguistics, intercultural communication, and cultural responsiveness to redesign an intermediate/advanced ESL conversation course. The course will engage students in speaking and listening activities that connect to their experiences as immigrants in U.S. contexts and to their unique experiences outside of that context. With the realities of linguistic imperialism and linguicism in mind, the course will utilize authentic listening materials from English speakers across the globe, highlighting World Englishes rather than promoting certain Englishes as being of inherently more value.

Lauren Movius

Associate professor of communication and media studies, santa monica college.

Lauren Movius is an associate professor of communication and media studies at Santa Monica College. She received her Ph.D. in communication studies from the University of Southern California and M.Sc. in global media from the London School of Economics and Political Science. Her research interests include global communications, international regulation, and the impact of mass media on society. Prior to teaching at SMC, Lauren was a visiting assistant professor at USC and taught in their study abroad program in England. Lauren is passionate about teaching and assisting her students in their academic and professional growth.

Project: International Media Flows

This project will develop innovative curricular materials to implement in the Global Media Studies course. I will develop new course modules and case studies on various topics in global communication studies, including the topic of international media flows and how developing countries produce and export media products globally. The broad goal of the project is for students to gain a deeper understanding of different cultures and global issues, thereby helping them to become global citizens.

Ted Preston

Professor of philosophy, rio hondo college.

Dr. Ted Preston is a professor of philosophy at Rio Hondo College in Whittier, California. He earned his Ph.D. in philosophy from UC Riverside, his M.A. in philosophy from CSU Long Beach, and his B.A. in both philosophy and psychology from Claremont McKenna College. His original professional focus was ancient philosophy, but he has shifted attention to political philosophy and the philosophy of social justice. In addition to his passion for philosophy as a way of life, Ted is a life-long martial artist.

Project: Introduction to Philosophy: Global Perspectives

This project seeks to go beyond increasing the diversity of voices consulted in the “great conversation” of philosophy by centering historically neglected and under-utilized philosophers and traditions from Asia, the African diaspora, and the Americas. A new online course will be created and designed according to the OEI rubric, and made available on the CVC Exchange for all interested students.

Kevin Sherman

Professor of cinema, city college of san francisco.

Kevin Sherman is a media scholar and producer who specializes in documentary and ethnographic film/video. His films have screened at over 50 international festivals including Visions du Réel, Full Frame Documentary Film Festival, True/False Film Festival, Big Sky Documentary Film Festival, Sheffield Doc/Fest, and AFI Docs. His co-production Give (with director David de Rozas) was nominated in 2019 for an Emmy for Outstanding New Approaches: Documentary and won the 2019 Full Frame Jury Award for Best Short. Give is distributed by PBS/POV. Sherman is co-producer of The Blessings of the Mystery , a multimedia video installation project by de Rozas and Carolina Caycedo. Blessings was the Film/Visual Art Summer 2022 exhibition at Ballroom Marfa and exhibited as part of the Elaine Dannheisser Projects Series at the MoMA in New York in Fall 2022.

Project: The International Cinematic History of Underrepresented People (1890-1950)

The "International Cinematic History of Underrepresented People (1890-1950)" is an open-source curricular unit that highlights the neglected early cinematic history of marginalized people. The database includes hundreds of clips from overlooked American and European filmmakers alongside world cinemas that most film history textbooks neglect such as Latin America, India, Asia Pacific, and Africa. All clips will originate from the best possible sources and will include ADA compliant captions.

Jane Le Skaife

Professor of sociology, sierra college.

Dr. Jane Le Skaife received her Ph.D. in sociology at the University of California, Davis in 2013. Her doctoral dissertation involved a cross-national comparison of Vietnamese refugees in France and the United States. She had spent significant time in each of her research sites as well as Vietnam prior to conducting 130 in-depth interviews for her doctorate. As a daughter of Vietnamese refugees and also a former English as a Second Language (ESL) student, Dr. Skaife is very passionate about equitable instruction and has been applying equitable practices in her own courses ever since she started teaching. She is the recipient of the statewide 2023 Hayward Award for "Excellence in Education" in California and is currently teaching sociology and ethnic studies at Sierra College. She has also taught at the University of Tampa and University of California, Davis. Her research interests include international migration, racial and ethnic relations, Asia and Asian America, globalism and transnationalism, and sex and gender.

Project: Globalizing Asian American Studies

My project seeks to globalize the curriculum for Introduction to Asian American Studies in ethnic studies. These courses tend to be Americentric by design. However, my project would demonstrate the benefits of including perspectives beyond the United States by pursuing a trifold approach: 1) incorporating literature on Asian experiences in other countries, 2) making connections with higher education institutions in other countries similarly studying the Asian experience, and 3) institutionalizing the intellectual utility of cross-national comparisons in ethnic studies courses.

View Jane's presentation

40 Facts About Elektrostal

Written by Lanette Mayes

Modified & Updated: 01 Jun 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy , materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes , offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development .

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy , with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Elektrostal's fascinating history, vibrant culture, and promising future make it a city worth exploring. For more captivating facts about cities around the world, discover the unique characteristics that define each city . Uncover the hidden gems of Moscow Oblast through our in-depth look at Kolomna. Lastly, dive into the rich industrial heritage of Teesside, a thriving industrial center with its own story to tell.

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Meet Global Learning Charter Public School's top 10 graduates of 2024

NEW BEDFORD — The following students are graduating from Global Learning Charter Public School at the academic top of the senior class:

1. Galaxy Thatcher is Valedictorian of the GLCPS Class of 2024. She also served as president of her class. Galaxy will be a Biology major at Bridgewater State University in the fall. She earned 15 college credits through the school’s Dual Enrollment and Advanced Placement programs. She is a member of the school’s chapter of the National Honor Society. She was a member of the high school band and Jazz band, and participated in several after-school clubs, including the Roots & Shoots Club and Art Club. Galaxy is the daughter of Julie and Owen Thatcher of New Bedford. 

2. Hannah Viegas is Salutatorian of the Class of 2024. She will be attending Bristol Community College where she will study Nursing. Hannah is a member of the National Honor Society. She earned a total of 38 college credits through the school’s Dual Enrollment program. Hannah volunteered at her school during school socials and Back to School Nights. She also attended the Sea Lab program offered through New Bedford Public Schools. Hannah credits her mother for being her biggest inspiration for pursuing a nursing career, and her father for motivating her to reach her goals. She is the daughter of Jessica and Daniel Viegas of Westport. 

3. Jocelyn Fernandes will explore career opportunities while continuing her current employment. She is an accomplished artist who has received a number of awards for both her artistic and analytical abilities. She has enjoyed drawing, three dimensional art, reading, making origami and gaming. She is the daughter of Adalgisa Fernandes of New Bedford. 

4. Neveah Tucker will be attending Bridgewater State University where she will major in Psychology. She is a member of the National Honor Society. Neveah earned 19 college credits through the school’s Dual Enrollment program. She was active in the school’s Yearbook Club and Roots & Shoots Club. Neveah volunteered at AHA! Nights, the Cultural Bazaar, the Holiday Craft Bazaar, Enrollment Open House and at several school socials. She is the daughter of Magdalah Myrthil of New Bedford. 

5. Natalie Teixeira will attend Bridgewater State University. Natalie has earned 15 college credits through dual enrollment courses while attending high school. She also attended the Brown Leadership Institute during the summer of 2023. Natalie is a member of the National Honor Society. While at GLCPS, she served as a Student Ambassador, played saxophone in the Jazz band and high school band, and performed in several productions with the Drama Club. Natalie is the daughter of Yolanda Lopez of New Bedford. 

6. Thomas Lacerte-Kirby will attend Bristol Community College where he will major in Business Administration - Entrepreneurship. Thomas is a member of the National Honor Society. While in high school, he earned nine college credits through the school’s Dual Enrollment program. Thomas enjoyed playing on the After-school Club teams of basketball, flag football and volleyball. He was also a member of the high school band and a Teacher’s Assistant. Thomas is the son of Deborah Lacerte and Robert Kirby of New Bedford. 

7. Vanhelsig Reyes Castellanos lives in New Bedford and is the son of Winston Reyes and Reyna Castellanos. Vanhelsig earned 7 college credits through dual enrollment while attending high school. Additionally, he completed AP pre-calculus. He will attend the University of Massachusetts Dartmouth in the Architecture and Interior Design program. Vanhelsig is a member of the New Bedford Mayor’s Youth Council. His community service includes volunteering for the New Bedford Half Marathon, at Coats for Kids and for the Girl’s Design Academy. Vanhelsig is the son of Reyna Castellanos and Winston Reyes of New Bedford. 

8. Elias Pires will be attending the University of Massachusetts Dartmouth where he will study Psychology. He has volunteered for many school events and activities. He was also a Teacher’s Assistant. He is the son of Tessa and Eric Pires of New Bedford. 

9. Shayla Jones of New Bedford is the daughter of Tiesha Hunter and Ricardo Jones. She plans to take a gap year before attending Bristol Community College in 2025. Shayla plans to pursue a degree in the field of human services. Her community service includes volunteering at Gifts to Give. She is the daughter of Tiesha Hunter and Ricardo Jones of New Bedford. 

10. Rosa Nieto Hernandez will attend Bridgewater State University where she will major in Psychology/Social Work. Rosa is the recipient of the Jacobs Family scholarship. While in high school, Rosa earned 12 college credits through the school’s Dual Enrollment program. She has volunteered at a number of school events, including school socials, the GLCPS Cultural Bazaar, and Halloween dances. She is the daughter of Gladys Hernandez of New Bedford.

Debunking misinformation failed. Welcome to ‘pre-bunking’

Election officials around the world are adopting “prebunking” campaigns, as AI and other threats jeopardize voting.

Election officials and researchers from Arizona to Taiwan are adopting a radical playbook to stop falsehoods about voting before they spread online, amid fears that traditional strategies to battle misinformation are insufficient in a perilous year for democracies around the world.

Modeled after vaccines, these campaigns — dubbed “prebunking” — expose people to weakened doses of misinformation paired with explanations and are aimed at helping the public develop “mental antibodies” to recognize and fend off hoaxes in a heated election year.

In the run-up to next month’s European Union election, for example, Google and partner organizations are blanketing millions of voters with colorful cartoon ads on YouTube, Facebook and Instagram that teach common tactics used to propagate lies and rumors on social media or in email.

One 50-second animation features a fake news campaign in which “visiting tourists” are blamed for a “litter crisis.” The example is meant to educate voters about “scapegoating,” a disinformation technique that places unwarranted blame for a problem on a single person or group.

Google has no plans to launch such a campaign in the United States, where former president Donald Trump and his allies are spreading falsehoods about widespread voter fraud in the 2020 election, laying the groundwork to cast doubt on the results of Trump’s rematch with President Biden in November.

Instead, humbler campaigns are springing up in locations across the nation, including Arizona’s Maricopa County, where election officials are enlisting local celebrities such as the Phoenix Suns basketball team to promote voting and explain the procedures.

Federal agencies are encouraging state and local officials to invest in prebunking initiatives, advising officials in an April memo to “build a team of trusted voices to amplify accurate information proactively.”

“Communicate early and transparently about the elections process to the American people,” said Cait Conley, an election security expert at the Cybersecurity and Infrastructure Security Agency, which has conducted dozens of practice runs with local officials that include misinformation scenarios.

The moves come after nearly a decade of floundering initiatives to stem voting misinformation , leading researchers to a sobering conclusion: It is nearly impossible to counter election misinformation once it has taken root online.

Since the revelations that Russia tried to undermine the 2016 elections by stoking divisions on Facebook and other social networks, the most prominent tactics to battle misinformation largely have been reactive. But even fact-checking social media posts has become more difficult as major tech companies pull back resources for labeling false claims about voting on their platforms.

In a year when law enforcement officials are warning that artificial intelligence could supercharge election threats, election officials say prebunking could be their best hope.

“By the time the disinformation is out there, we’re really not going to be able to convince a lot of people,” said Riley Vetterkind, a public information officer for Wisconsin’s small, bipartisan Elections Commission. “That’s why prebunking has become so much more important.”

Prebunking draws inspiration from “inoculation theory,” which was developed by the social psychologist William J. McGuire in the 1960s. McGuire posited that you could prepare people to reject a misguided argument by first exposing them to a weakened form of that argument, along with a strong refutation of it — sort of like a vaccine for the mind. Then when people encounter that argument in the wild, the theory goes, they recognize it and are less likely to fall for it.

The tactic has attracted fresh interest in recent years as a way to fight online misinformation. Sander van der Linden, a social psychology professor at the University of Cambridge who worked with Google on prebunking techniques, is among the researchers who have found promising results in experiments, including with the online game “Bad News.” In the game, users play the role of a fake news tycoon, amassing followers by exploiting people’s emotions and gaining credibility by impersonating real news sources.

Academics who study misinformation are divided over how effective such inoculation is. Teaching people to mistrust any message conveyed emotionally, for instance, could lead them to doubt true claims, too. Reliably spotting falsehoods is a complex and time-intensive skill, which probably can’t be learned just by playing an online game or watching a brief YouTube video. And even if it could, the people who are willing to learn and apply it “probably aren’t the ones you’re worried about” spreading election lies, said Gordon Pennycook, a professor of psychology at Cornell University.

“There aren’t really any actual field experiments” showing that it can change people’s behavior in an enduring way, Pennycook said.

Still, such proactive strategies saw success in Taiwan, where officials launched a campaign ahead of the January election to educate the public about the rise of AI-manipulated videos and audio. Despite a disinformation campaign linked to the Chinese Communist Party, the island elected Lai Ching-te, a candidate the Chinese government fiercely opposed.

In the United States, a polarized political environment could complicate such efforts. Court rulings have chilled collaboration between tech companies and the federal government to combat misinformation amid a conservative legal campaign, which alleges the coordination amounts to government censorship in violation of the First Amendment.

But a patchwork of initiatives is emerging as state and county election officials cobble together their own programs without significant aid from the federal government or social media companies.

In Michigan, Secretary of State Jocelyn Benson has established “voter confidence councils,” groups of faith, labor and community leaders that are given accurate voting information to spread. And many states — including crucial swing states such as Pennsylvania and Wisconsin — are maintaining fact-checking websites that aim to dispel common election-fraud narratives.

As states rush to invest in such initiatives, some researchers worry that prebunking’s transformative impact is being oversold.

Vetterkind, the Wisconsin commission’s only full-time spokesman, said he spends a disproportionate amount of time tackling claims of fraud individually. For example, he said he has responded to numerous queries about undocumented immigrants using driver’s licenses to register to vote. (In the past eight years, state officials have been made aware of just four alleged instances of election fraud related to citizenship.)

“We would like to do more,” he said. “But it becomes more of a capacity issue.”

The stakes have never been higher: New artificial intelligence tools have made it cheaper and easier to craft audio, photos and videos of events that never happened. Operatives affiliated with China are increasingly stoking controversial U.S. political issues online, joining Russia in sowing discord.

“We have to predict the narratives,” Věra Jourová, vice president of the European Commission, said during a recent visit to Washington. “Up until now, we were always in a defensive position.”

Twitter is a prime example of what has befallen efforts to control election disinformation in the United States. Before Elon Musk’s takeover, prebunking was one of several strategies the company deployed to fight misinformation, along with fact-checking conspiracy theories and labeling debunked claims. In the weeks leading up to the 2020 presidential election, Twitter placed advisories in U.S. Twitter users’ feeds saying that voting by mail is safe and that there could be a delay in announcing the election results — an effort to inoculate voters against some of the most common false claims made during the race.

But Twitter, now called X, might be less willing to take similar action this election cycle, said Edward Perez, Twitter’s former product director for civic integrity, whose job included overseeing its election policies.

Twitter has eliminated or cut drastically its curation team, a group of policy and communications experts tasked with monitoring emerging narratives in digital and traditional media that might need to be addressed by the company. In recent years, Meta also has changed its approach to labeling and debunking misinformation.

“The things that in the past made these early efforts even a possibility — they are no longer there,” Perez said. “There is a philosophical resistance to the importance of this stuff.”

In addition to its work in the European Union, Google worked with a popular local influencer to run prebunking ads ahead of Indonesia’s elections in February. But one of the company’s partners said Google has been hesitant to launch a similar effort in the United States, where Republican lawmakers including House Judiciary Committee Chairman Jim Jordan (Ohio) argue that the companies are censoring conservative viewpoints.

“It’s a political risk for them. They don’t want to get used,” said van der Linden, the Cambridge professor. If Google makes unskippable YouTube ads with warnings about misinformation, he said, “they are going to get complaints. It’s going to stir up some members of Congress.”

Election officials who were on the front lines of dispelling common fraud narratives in the 2020 election are eager to stay ahead this time around. In the tumultuous days after the 2020 vote, Republican Philadelphia City Commissioner Al Schmidt appeared on CNN to dispel “fantastical” claims on social media that the city was counting votes cast by deceased residents. Minutes later, Trump himself responded — prompting threats against Schmidt and his family.

Four years later, Schmidt is responsible for securing the 2024 elections as Pennsylvania secretary of state. He said his office is maintaining a website of common election myths and working with voter education nonprofits and the media to ensure accurate information about voting reaches a wide audience.

“It isn’t so much about going back and forth and fighting against every lie that one might see on social media,” Schmidt said in an interview. “It is a matter of being mindful of what misinformation is being spread so that we can make sure to target our messaging.”

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