essay on school of the future

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School In The Future (Essay Sample)

Technology is flourishing every day. With new technological discoveries, our lives are changing for the better at a rapid pace. Every walk of life is being influenced by these advancements in technology. Schooling and conventional education are also under the heavy influence of these changes. More and more students and teachers are adapting to the internet-based online education system. Now people have started wondering about the future of the education world. In this essay, we will discuss how schools will look and perform in the future.

Table of Contents

School In The Future Essay – 700 Word Long Essay

I believe schools of the future will be very different from the current ones mainly due to modernization. Technology is bound to be a  major contributor to the development of ideas about future schools. With the introduction of various technologies applicable in learning processes, the education world is expected to go digital. This means most learning activities will be carried out digitally. We can also expect a total shift from the current classroom setup which has been in existence for more than six decades.

The educational system in the future will likely change the relationship between teachers and students. Conventional classroom setup that works on strict school curriculum-based learning for all students will surely change. Every student and teacher having an internet-connected computer will be able to connect from anywhere in the world. Besides, it will be possible for students to use the internet to find information according to their area of concern. This will also help all students to converse with experts in certain subjects while being away from the classroom setup.

The modern educational system will enable every learner to get an education wherever they are. This means that no student will have to travel long distances to learn. They will also save time by not waiting for school buses, teachers, and other school preparations. It will also cut costs by a fair margin. In the future learners will not have to spend on hard copies, hard books, pens, colors, and any other thing except tuition expenses. They will only require multimedia computers with the internet to learn and explore the world.

With the advancement of video editing machines, virtual reality is developing more rapidly than ever before. It seems like virtual 3d modeling will soon help students see their teacher standing in front of them while sitting in their homes. This will enable students to observe the teacher, make eye contact with the teacher, and even observe their body gestures while learning. Virtual 3d modeling will eliminate all problems with online education that we have right now. Doing this will also help schoolboys develop better social skills, emotional skills, critical thinking, and problem-solving skills.

Soon teachers will act mostly as a facilitator instead of knowledge keepers. Students will have access to information from various sources. This will significantly reduce the over-reliance on teachers. Problem-solving skills, emotional skills, and conventional group discussions would also change in the future. With enormous information available on the internet students will no longer have to completely rely on their instructors. Students would be connected around the world and will be free to ask questions and get help in real-time. Students will also have the facility to discuss subject matters with both local and global experts. Thus the future structure of schools will help solve all sorts of problems.

In the future, both private and public schools will be equipped with effective research tools for all age groups. Online services will put an end to conventional school days and one portable computer is all that will be required to get lessons from colleges and the university. School in the future will increase collaboration between various institutions. The availability of advanced technology will facilitate real-time connection of various institutions, sharing of ideas and information hence close relationships and working together.

In conclusion, online education is transforming the education system for the better. Internet-based education along with virtual 3d-modeling will allow each student to not only hear but see their instructors individually. However, more rapid innovation is needed to turn this dream into a reality.

The School Of The Future Essay – 300 Word Short Custom Essay About Future Schools

Modernization and technological advancements have taken the whole world by storm. The last decade has been a period of great inventions and innovations. Based on how the world is progressing the education system is also adapting and rapidly moving towards advancements. We can now assume how the future of education is going to be in the near future. In this essay, we will make assumptions and discuss how schools in the future are going to function.

The future school structure will promote in-expensive learning while saving lots of time. Students will be able to attend classes wherever they are. They will no longer have to travel long distances to reach the school and then reach their home. this means that parents and children will have more time to spend together. Education will become cheap because items such as pens, hard books, and school bags will be eliminated from online classes. The digital era has witnessed the introduction of advanced equipment such as portable personal computers, tablets, and smartphones. These devices have a large memory to store information and all kinds of data. Therefore, they will act as the best alternatives to carrying heavy loads of books for every subject.

School of the future will increase creativity in students. Students will be able to develop ideas and seek quick assistance from the global community. The development in technology will enable every student to quickly adapt to the changing creativity trends.

School of the future will also promote student equality. Students from all institutions will have equal opportunities to learn from the best teachers from all around the world. They will be able to acquire skills and knowledge just like students from advanced countries. On the other hand, educators will have an easy time teaching students. Once a teacher will deliver a lecture it will also be recorded and the teacher will never have to repeat the same things.

In conclusion, a much-needed change in the education system will surely take over the traditional education system. Everyone should welcome these changes and adapt to these technological advancements to transform the learning experience.

FAQ About Dogs Are Better Than Cats Essay

What will schools look like in 2050.

In 2050 everyone will shift to online internet-based learning. Teachers and students will connect using portable computers and the learning experience will become better and cheaper.

How To Describe In Your Own Words The School Of The Future?

Educational facilities of the future will be easily accessible. Everyone will have an equal opportunity to learn and explore whenever and wherever they are.

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What could the school of 2050 look like?

From learning in the metaverse to streamlining administrative tasks, here’s our vision of education in 2050.

Holly Spanner

First, we had blackboards and chalk. Then whiteboards and dry-wipe pens. Overhead projectors and acetate. Now we have interactive whiteboards. From hefty cathode-ray televisions that were wheeled between classrooms, to flatscreen do-it-all screens, the classroom environment has kept pace with new technologies. So too will the classroom of the future. We’ve come a long way since the 90s. And pretty soon, we’ll be in the 50s.

So, what could the school of the future look like?

Undoubtedly, the biggest development we’ve seen in recent years has been advances in technology, so we can be fairly certain that it will continue to play a significant role in the future. Whereas the traditional model of education has remained largely unchanged for the past 100 or so years – pupils are divided by age and the curriculum broken down into subjects – it has been adapted to incorporate new technologies, as well as responding to economic, social, and political changes. Not to mention pandemic-related upheaval.

It's unlikely this tried-and-tested model will change drastically over the next 25 or so years, but rather it will adapt to our evolving world.

In 2050, net-zero deadlines will be upon us, and green technology will be comfortably embedded into the classrooms. Recycling will be second nature and there will be no single-use plastics anywhere in schools or universities. Some schools may have gone one step further, with student-grown vertical farms as both a teaching aid and a sustainable resource for the local community.

Technology-driven leaps forward in education will have been gradual and practical. Rather than a complete technological takeover of the classroom rendering schools (almost) unrecognisable, improvement in current technologies and a sustained effort in emerging trends will be the order of the day, with more accessibility and more information available at our fingertips.

And the way we access this information will change. From online learning platforms to more personalised learning experiences alongside the incorporation of virtual and augmented reality, we may see a shift towards a more interactive method of learning. To better prepare students for the workplace, there may be greater emphasis on collaboration and problem-solving, rather than traditional lecture-based, note-taking teaching methods.

Here are a few ways that the school of 2050 may look different.

The classroom environment

On entering the classroom, biometric scanning will allow students to check in, streamlining the hustle-and-bustle of registration. Teachers will be able to collate attendance data automatically, populate perfect attendance records and more easily track patterns of tardiness.

“Sir! I can’t see, the Sun ’s blinding me, Sir!”

For the school of the future, there will be no need to wrestle with heavy curtains or dust-covered blinds; we’ll have smart glass. Windows that can automatically adjust their tint to compensate for external brightness, protecting both our eyes and screens.

As summer temperatures continue to rise – the general trend for 2050 being warmer, drier summers as well as warmer, wetter winters – air-conditioned classrooms will become the norm. But they will be cleaner, more efficient, and sustainable, with built-in air purifiers to remove toxins and dust from the air.

By 2050, 3D printers will have become a standard appliance, both in the home and at school. As a learning aid, they will have become essential, allowing teachers more flexibility to explain difficult concepts.

Students will be able to physically manipulate objects for better information processing, visual perception, and cognitive learning. The structure of an eye? Easy. Exploring archaeological artefacts without risk of damage? No problem. Understanding the now-antique internal combustion engine? That too.

Augmented reality and AI

Adaptive learning systems driven by artificial Intelligence (AI) will have become integrated into the school environment by 2050. Personalised learning experiences will take into account learning styles and create adaptive assessments that adjust in real-time based on performance.

AI may also be used to analyse pupils' work, even so far as predicting future performance, helping teachers understand which students need more guidance on a particular concept before they fall behind.

Students will be able to get immediate feedback, with suggested areas for improvement and more personalised tutoring, tailoring to a student’s strengths and weaknesses. This isn’t a new concept, Intelligent Tutoring Systems (ITS) have been proposed for decades, but AI will make it considerably easier.

The move towards more immersive and interactive learning experiences will also be facilitated by the application of augmented reality and advances in AI. Interactive whiteboards will be kitted out with augmented reality – where virtual objects are superimposed onto the real world – which will be particularly useful for STEM subjects, allowing students to digitally dissect the human brain, analyse chemical compounds in the clouds of Jupiter, or make size comparisons of dinosaurs .

But with AI having become more widely accessible – like the recently launched ChatGPT which can generate sophisticated paragraphs of writing from prompts – so too will new plagiarism detection software. Sorry, students.

The internet, accessibility and remote learning

The pandemic has brought remote learning into the limelight. With a global population predicted to reach 9.8 billion by 2050 , and around 90 per cent expected to have internet by then, it’s possible that classrooms will be shared virtually with external pupils, providing learning to home students and allowing for larger class sizes.

And with more pupils, teachers will have come to rely on AI automation of certain aspects (administrative tasks like registrations and tracking grades), to ensure the best possible service, allowing them to focus on teaching.

So it’s very unlikely that the internet itself will disappear by 2050. But it will change. We’re already seeing hard drive storage replaced by virtual clouds; in-progress documents accessible from multiple devices and from any location, and it’s likely this trend towards greater connectivity will continue. 5G will be a thing of the past, but high-speed networks are here to stay, and we can expect to see more data-intensive applications and services as time goes on.

The use of Internet of Things technology will be widespread, with more devices and appliances connected to the internet, enabling greater automation and control over the school environment. Outside the classroom, for example, you might encounter robot cleaners tidying the halls while lessons are in session.

With a few exceptions, homework assignments will mostly be online. From downloading the assignment at the end of the lesson, to submitting it remotely (as many do now), students will be able to view their coursework, see the percentage completed, and track overall assessments.

Instant notifications will alert pupils to deadline extensions, feedback, and grades. Parents and teachers will be able to track progress, addressing issues as and when they arise.

Learning in the metaverse

And of course, with the internet comes social media. And by 2050, the Metaverse – a shared immersive virtual space, where we can be free of our bodies, inhabiting our own digital avatars ­– will be well established.

Wouldn’t it be great to try clothes in the metaverse and have the physical product shipped to us in the real world? If the Metaverse comes to fruition, it will undoubtedly be a game-changer for online shopping, but what about education?

Virtual and augmented reality technology will likely be advanced enough to create a sufficiently immersive and interactive learning environment, perhaps even linked in with the real world; a teacher’s physical words and movements translating seamlessly to their avatar.

But as more personal information is shared online, and we spend more time in the Metaverse, there will be a greater emphasis on protecting a user’s security and privacy. We may even see cyber security modules being incorporated into some subjects.

Of course, schools aren’t solely for educational development; they’re for social and emotional development, too. In that respect, it’s unlikely the metaverse will completely replace the real-world setting. Instead, it will supplement it to allow access to global educational resources and facilitate interactions with exchange students from other schools.

Just like Captain Jean Luc Picard likes to settle down with an old leather-bound copy of Herman Melville’s Moby Dick in the 24th Century, physical libraries will still exist in the mid-21st Century.

AR books will be common, but just as Kindle and e-books have exploded in popularity over the last decade or so, access to reading material will become easier. Gone will be the days of lugging heavy textbooks around, hastily cramming them into lockers after lessons.

Students of the future can look forward to having recommended reading materials right at their fingertips, via e-readers and tablet devices which can be digitally annotated, or manipulated via VR.

We can already do this with today’s e-ink devices, and since tablets have been introduced as an integral learning device in the last decade, studies have shown that they can motivate both pupils and teachers , emphasising interactivity and keeping them engaged with the content for longer .

By extension, digital literacy will be improved, and kids of the future will be even more tech-savvy than your toddler who already knows how to buy Fortnite skins.

Subsequently, reliance on paper products will be reduced, although not eliminated completely. Artists have been using paper for thousands of years, so it’s unlikely we’ll ever see its complete disappearance, especially in art and design subjects. The paper we do use, however, will be eco-friendly; either recycled, or made from fast-growing plants like bamboo.

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Essay on Future School

Students are often asked to write an essay on Future School in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Future School

The concept of future school.

Future School is a modern idea that combines technology with education. It’s a place where learning is fun and interactive, thanks to digital tools.

Technology in Learning

In a Future School, students use tablets or laptops instead of books. Lessons are interactive, and students can learn at their own pace.

Benefits of Future School

This approach makes learning more engaging. It also prepares students for a digital future, where tech skills are vital.

Challenges of Future School

However, not everyone has access to technology. Future Schools must ensure all students can participate.

250 Words Essay on Future School

The concept of future school is an educational paradigm shift fueled by technological advancements. It is a vision that encompasses online learning, artificial intelligence (AI), and personalized education plans, departing from traditional, one-size-fits-all approaches.

Role of Technology

Technology plays a pivotal role in molding future schools. Virtual reality (VR) and augmented reality (AR) can create immersive learning experiences, enabling students to explore historical events or scientific phenomena firsthand. AI can provide personalized learning paths, identifying gaps in understanding and tailoring coursework to individual needs.

Online Learning

Online learning is another cornerstone of the future school. It offers flexibility, allowing students to learn at their own pace, anytime, anywhere. This model democratizes education, making it accessible to students in remote or underserved areas.

Personalized Education

Personalized education is a key feature of future schools. By analyzing student data, AI can tailor instruction to individual learning styles, optimizing educational outcomes. This approach fosters a deeper understanding of subjects and promotes lifelong learning.

Challenges and Solutions

Despite its promise, the future school concept faces challenges, such as digital divide and data privacy concerns. To overcome these, policymakers must invest in infrastructure, ensuring all students have access to technology. Additionally, robust data protection measures must be implemented to safeguard student information.

In conclusion, the future school concept heralds a new era in education. By leveraging technology and personalization, it has the potential to revolutionize learning, making it more engaging, accessible, and effective.

500 Words Essay on Future School

Introduction.

The future of education is a topic of intense discussion and speculation. The advent of technology has significantly changed the way we perceive learning and its role in personal and societal development. The concept of a future school is not merely about integrating technology into the classroom, but about reimagining the entire educational framework.

Future school is a term that encompasses a broad range of concepts and ideas. It is a vision of an educational institution that transcends the constraints of traditional schooling. Future schools aim to equip students with the necessary skills and knowledge to thrive in a rapidly changing world. They are expected to foster creativity, critical thinking, problem-solving, and digital literacy, among other skills.

Integration of Technology

One of the key features of future schools is the integration of technology into the learning process. Future schools will likely leverage advanced technologies such as artificial intelligence (AI), virtual reality (VR), and augmented reality (AR) to deliver personalized and immersive learning experiences. AI can help tailor educational content to each student’s learning style and pace, while VR and AR can provide immersive, experiential learning experiences that make learning more engaging and effective.

Flexible Learning Environments

In future schools, the rigid, one-size-fits-all model of education will likely give way to more flexible learning environments. These schools will allow students to learn at their own pace, using methods that work best for them. This flexibility will not only apply to the learning process but also to the physical learning environment. Classrooms of the future may be designed to facilitate collaboration and hands-on learning, rather than the traditional lecture-style teaching.

Emphasis on Lifelong Learning

Future schools will likely place a greater emphasis on lifelong learning. In a rapidly changing world, the ability to continuously learn and adapt is crucial. Future schools will therefore aim to instill in students a love for learning and the skills needed to learn independently. This shift will require a change in the way success is measured in schools, moving away from standardized tests towards more holistic assessments of a student’s abilities and progress.

The concept of future school represents a paradigm shift in education. It is not just about using technology to deliver education more effectively, but about changing the way we think about education itself. It’s about creating an environment that fosters curiosity, creativity, and a love for learning, equipping students with the skills they need to navigate an uncertain future. As we move towards this vision of future schools, we must also consider the challenges that come with it, such as ensuring equitable access to technology and addressing the potential risks of over-reliance on technology in education. Nonetheless, the future school holds great promise for transforming education and preparing students for the world of tomorrow.

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What will education look like in 20 years? Here are 4 scenarios

COVID-19 has shown us we must prepare for uncertainty in our future plans for education Image:  REUTERS/Cindy Liu

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Stay up to date:, education, gender and work.

• The COVID-19 pandemic shows us we cannot take the future of education for granted.
• By imagining alternative futures for education we can better think through the outcomes, develop agile and responsive systems and plan for future shocks.
• What do the four OECD Scenarios for the Future of Schooling show us about how to transform and future-proof our education systems?

As we begin a new year, it is traditional to take stock of the past in order to look forward, to imagine and plan for a better future.

But the truth is that the future likes to surprise us. Schools open for business, teachers using digital technologies to augment, not replace, traditional face-to face-teaching and, indeed, even students hanging out casually in groups – all things we took for granted this time last year; all things that flew out the window in the first months of 2020.

Have you read?

The covid-19 pandemic has changed education forever. this is how , is this what higher education will look like in 5 years, the evolution of global education and 5 trends emerging amidst covid-19.

To achieve our vision and prepare our education systems for the future, we have to consider not just the changes that appear most probable but also the ones that we are not expecting.

Scenarios for the future of schooling

Imagining alternative futures for education pushes us to think through plausible outcomes and helps agile and responsive systems to develop. The OECD Scenarios for the Future of Schooling depict some possible alternatives:

Rethinking, rewiring, re-envisioning

The underlying question is: to what extent are our current spaces, people, time and technology in schooling helping or hindering our vision? Will modernizing and fine-tuning the current system, the conceptual equivalent of reconfiguring the windows and doors of a house, allow us to achieve our goals? Is an entirely different approach to the organization of people, spaces, time and technology in education needed?

Modernizing and extending current schooling would be more or less what we see now: content and spaces that are largely standardized across the system, primarily school-based (including digital delivery and homework) and focused on individual learning experiences. Digital technology is increasingly present, but, as is currently the case, is primarily used as a delivery method to recreate existing content and pedagogies rather than to revolutionize teaching and learning.

What would transformation look like? It would involve re-envisioning the spaces where learning takes place; not simply by moving chairs and tables, but by using multiple physical and virtual spaces both in and outside of schools. There would be full individual personalization of content and pedagogy enabled by cutting-edge technology, using body information, facial expressions or neural signals.

We’d see flexible individual and group work on academic topics as well as on social and community needs. Reading, writing and calculating would happen as much as debating and reflecting in joint conversations. Students would learn with books and lectures as well as through hands-on work and creative expression. What if schools became learning hubs and used the strength of communities to deliver collaborative learning, building the role of non-formal and informal learning, and shifting time and relationships?

Alternatively, schools could disappear altogether. Built on rapid advancements in artificial intelligence, virtual and augmented reality and the Internet of Things, in this future it is possible to assess and certify knowledge, skills and attitudes instantaneously. As the distinction between formal and informal learning disappears, individual learning advances by taking advantage of collective intelligence to solve real-life problems. While this scenario might seem far-fetched, we have already integrated much of our life into our smartphones, watches and digital personal assistants in a way that would have been unthinkable even a decade ago.

All of these scenarios have important implications for the goals and governance of education, as well as the teaching workforce. Schooling systems in many countries have already opened up to new stakeholders, decentralizing from the national to the local and, increasingly, to the international. Power has become more distributed, processes more inclusive. Consultation is giving way to co-creation.

We can construct an endless range of such scenarios. The future could be any combination of them and is likely to look very different in different places around the world. Despite this, such thinking gives us the tools to explore the consequences for the goals and functions of education, for the organization and structures, the education workforce and for public policies. Ultimately, it makes us think harder about the future we want for education. It often means resolving tensions and dilemmas:

• What is the right balance between modernizing and disruption?
• How do we reconcile new goals with old structures?
• How do we support globally minded and locally rooted students and teachers?
• How do we foster innovation while recognising the socially highly conservative nature of education?
• How do we leverage new potential with existing capacity?
• How do we reconfigure the spaces, the people, the time and the technologies to create powerful learning environments?
• In the case of disagreement, whose voice counts?
• Who is responsible for the most vulnerable members of our society?
• If global digital corporations are the main providers, what kind of regulatory regime is required to solve the already thorny questions of data ownership, democracy and citizen empowerment?

Thinking about the future requires imagination and also rigour. We must guard against the temptation to choose a favourite future and prepare for it alone. In a world where shocks like pandemics and extreme weather events owing to climate change, social unrest and political polarization are expected to be more frequent, we cannot afford to be caught off guard again.

This is not a cry of despair – rather, it is a call to action. Education must be ready. We know the power of humanity and the importance of learning and growing throughout our life. We insist on the importance of education as a public good, regardless of the scenario for the future.

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What the Future of Education Looks Like from Here

• Posted December 11, 2020
• By Emily Boudreau

After a year that involved a global pandemic, school closures, nationwide remote instruction, protests for racial justice, and an election, the role of education has never been more critical or more uncertain. When the dust settles from this year, what will education look like — and what should it aspire to?

To mark the end of its centennial year, HGSE convened a faculty-led discussion to explore those questions. The Future of Education panel, moderated by Dean Bridget Long and hosted by HGSE’s Askwith Forums , focused on hopes for education going forward, as well as HGSE’s role. “The story of HGSE is the story of pivotal decisions, meeting challenges, and tremendous growth,” Long said. “We have a long history of empowering our students and partners to be innovators in a constantly changing world. And that is needed now more than ever.”

Joining Long were Associate Professor Karen Brennan , Senior Lecturer Jennifer Cheatham , Assistant Professor Anthony Jack, and Professors Adriana Umaña-Taylor and Martin West , as they looked forward to what the future could hold for schools, educators, and communities:

… After the pandemic subsides

The pandemic heightened existing gaps and disparities and exposed a need to rethink how systems leaders design schools, instruction, and who they put at the center of that design. “As a leader, in the years before the pandemic hit, I realized the balance of our work as practitioners was off,” Cheatham said. “If we had been spending time knowing our children and our staff and designing schools for them, we might not be feeling the pain in the way we are. I think we’re learning something about what the real work of school is about.” In the coming years, the panelists hope that a widespread push to recognize the identity and health of the whole-child in K–12 and higher education will help educators design support systems that can reduce inequity on multiple levels.

… For the global community

As much as the pandemic isolated individuals, on the global scale, people have looked to connect with each other to find solutions and share ideas as they faced a common challenge. This year may have brought everyone together and allowed for exchange of ideas, policies, practices, and assessments across boundaries.

… For technological advancements

As educators and leaders create, design, and imagine the future, technology should be used in service of that vision rather than dictating it. As technology becomes a major part of how we communicate and share ideas, educators need to think critically about how to deploy technology strategically. “My stance on technology is that it should always be used in the service of our human purpose and interest,” said Brennan. “We’ve talked about racial equity, building relationships. Our values and purposes and goals need to lead the way, not the tech.”

… For teachers

Human connections and interactions are at the heart of education. At this time, it’s become abundantly clear that the role of the teacher in the school community is irreplaceable. “I think the next few years hinge on how much we’re willing to invest in educators and all of these additional supports in the school which essentially make learning possible,” Umaña-Taylor said, “these are the individuals who are making the future minds of the nation possible.”

Cutting-edge research and new knowledge must become part of the public discussion in order to meaningfully shape the policies and practices that influence the future of education. “I fundamentally believe that we as academics and scholars must be part of the conversation and not limit ourselves to just articles behind paywalls or policy paragraphs at the end of a paper,” Jack said. “We have to engage the larger public.”

… In 25 years

“We shouldn’t underestimate the possibility that the future might look a lot like the present,” West said. “As I think about the potential sources of change in education, and in American education in particular, I tend to think about longer-term trends as the key driver.” Changing student demographics, access to higher education, structural inequality, and the focus of school leaders are all longer-term trends that, according to panelists, will influence the future of education. 

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School of the Future

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As it was conceived, the School of the Future was to be a study in contrast to the typical big-city high school.

When the $62 million facility opened in Philadelphia in 2006 with a relatively small student population, a computer-based curriculum delivered with the latest technology tools, and a unique partnership with corporate giant Microsoft, it set out to upend a secondary school model that had changed little since the industrial era and had spelled failure for too many students.

Now in its fourth year, and with its first class of seniors heading toward graduation, the School of the Future remains just that: an ideal whose realization is somewhere down the road.

For a more in-depth version of this story, read “School Sees Better Days in the Future.”

The school’s messy path to reform has included leadership instability, wavering commitment from the central office to its mission, swings in curricular approaches, technological glitches, and challenges in meeting the academic needs of a mostly disadvantaged student population. Those problems have left many analysts wondering whether the school can transform its future into a promising one.

One compelling lesson to come out of the project is just how difficult it is to change the American high school, particularly in a real-world setting like an under performing urban district, says Frederick M. Hess, the director of education policy studies for the American Enterprise Institute and a co-editor of a forthcoming book of essays about the school.

“They’re trying to do a radical school redesign as part of the Philly school district, and it’s been hampered by ... pretty dramatic challenges,” he says. “The fact that you know what needs to be done doesn’t mean organizationally you are always capable of doing it.”

Still, students there feel hope for its future. “This school is way different from other high schools because the whole atmosphere gives you a lot of opportunities to learn,” says 11th grader Terrell Young. “When I first came here, I was lazy with my learning. ... Now I’m more aware of what I have to do to be successful.”

A version of this article appeared in the February 03, 2010 edition of Digital Directions as School of the Future

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Life in 2050: A Glimpse at Education in the Future

Thanks to growing internet access and emerging technologies, the way we think of education will dramatically change..

Matthew S. Williams

Welcome back to our “Life in 2050” series, where we examine how changes that are anticipated for the coming decades will alter the way people live their lives. In previous installments, we looked at how warfare , the economy , housing , and space exploration (which took two installments to cover!) will change by mid-century.

Today, we take a look at education and how social, economic, and technological changes will revolutionize the way children, youth, and adults go to school. Whereas modern education has generally followed the same model for over three hundred years, a transition is currently taking place that will continue throughout this century.

This transition is similar to what is also taking place in terms of governance, the economy, and recreation. In much the same way, the field of education will evolve in this century to adapt to four major factors. They include:

• Growing access to the internet
• Improvements in technology
• Distributed living and learning
• A new emphasis on problem-solving and gamification

The resulting seismic shift expected to occur by 2050 and after will be tantamount to a revolution in how we think about education and learning. Rather than a centralized structure where information is transmitted, and retention is tested, the classroom of the future is likely to be distributed in nature and far more hands-on.

To the next generations, education in the future will look a lot more like playtime than schooling!

A Time-Honored Model

Since the 19th century, public education has become far more widespread. In 1820, only 12% of people worldwide could read and write. As of 2016, that figure was reversed, where only 14% of the world’s population remained illiterate. Beyond basic literacy, the overall level of education has also increased steadily over time.

Since the latter half of the 20th century, secondary and post-secondary studies (university and college) have expanded considerably across the world. Between 1970 and 2020 , the percentage of adults with no formal education went from 23% to less than 10%; those with a partial (or complete) secondary education went from 16% to 36%; and those with a post-secondary education from about 3.3% to 10%.

Of course, there remains a disparity between the developing and developed world when it comes to education outcomes. According to data released in 2018 by the Organization for Economic Co-operation and Development (OECD), the percentage of people to graduate secondary school (among their 38 member nations) was 76.86% for men and 84.82% for women.

The same data indicated that among OECD nations, an average of 36.55% of the population (29.41% men and 44.10% women) received a post-secondary degree. This ranges from a Bachelor’s degree (24.07% men, 36.91% women) and a Master’s degree (10.5% men, 16.17% women) to a Ph.D. (less than 1% of men and women).

Despite this expansion in learning, the traditional model of education has remained largely unchanged since the 19th century. This model consists of people divided by age (grades), learning a standardized curriculum that is broken down by subject (maths, sciences, arts, social sciences, and athletics), and being subject to evaluation (quizzes, tests, final exam).

This model has been subject to revision and expansion over time, mainly in response to new technologies, socio-political developments, and economic changes. However, the structure has remained largely intact, with the institutions, curricula, and accreditation standards subject to centralized oversight and control.

Global Internet

According to a 2019 report compiled by the United Nations’ Department of Economic and Social Affairs — titled “ World Population Prospects 2019 ” — the global population is expected to reach 9.74 billion by mid-century. With a population of around 5.29 billion, Asia will still be the most populous continent on the planet.

However, it will be Africa that experiences the most growth between now and mid-century. Currently, Africa has a population of 1.36 billion, which is projected to almost double by 2050 — reaching up to 2.5 billion (an increase of about 83%). This population growth will be mirrored by economic growth, which will then drive another sort of growth.

According to a 2018 report by the UN’s International Telecommunication Union (ITU), 90% of the global population will have access to broadband internet services by 2050, thanks to the growth of mobile devices and satellite internet services . That’s 8.76 billion people, a 220% increase over the 4 billion people (about half of the global population) that have access right now.

The majority of these new users will come from the “developing nations,” meaning countries in Africa, South America, and Oceania. Therefore, the internet of the future will be far more representative of the global population as more stories, events, and trends that drive online behavior come from outside of Europe and North America.

Similarly, the internet will grow immensely as trillions of devices, cameras, sensors, homes, and cities are connected to the internet — creating a massive expansion in the “ Internet of Things .” Given the astronomical amount of data that this will generate on a regular basis, machine learning and AI will be incorporated to keep track of it all, find patterns in the chaos, and even predict future trends.

AI will also advance thanks to research into the human brain and biotechnology, which will lead to neural net computing that is much closer to the real thing. Similarly, this research will lead to more advanced versions of Neuralink , neural implants that will help remedy neurological disorders and brain injuries, and also allow for brain-to-machine interfacing.

This means that later in this century, people will be able to perform all the tasks they rely on their computers for, but in a way that doesn’t require a device. For those who find the idea of neural implants unsettling or repugnant, computing will still be possible using smart glasses, smart contact lenses , and wearable computers .

From Distance Ed to MOOCs

In the past year, the coronavirus and resulting school closures have been a major driving force for the growth of online learning. However, the trend towards decentralization was underway long before that, with virtual classrooms and online education experiencing considerable growth over the past decade.

In fact, a report compiled in February of 2020 by Research and Markets indicated that by 2025, the online education market would be valued at about $320 billion USD . This represents a growth of 170% — and a compound annual growth rate (CAGR) of 9.23% since 2019 when the e-learning industry was valued at $187.87 billion USD .

What’s more, much of this growth will be powered by economic progress and rising populations in the developing nations (particularly in Africa, Asia, and South America). Already, online education is considered a cost-effective means to address the rising demand for education in developing nations.

As Stefan Trines, a research editor with the World Education News & Reviews, explained in an op-ed he penned in August of 2018 :

“While still embryonic, digital forms of education will likely eventually be pursued in the same vein as traditional distance learning models and the privatization of education, both of which have helped increase access to education despite concerns over educational quality and social equality.

“Distance education already plays a crucial role in providing access to education for millions of people in the developing world. Open distance education universities in Bangladesh, India, Iran, Pakistan, South Africa, and Turkey alone currently enroll more than 7 million students combined.”

While barriers remain in the form of technological infrastructure (aka. the “digital divide”), the growth of internet access in the next few decades will be accompanied by an explosion in online learning. Another consequence will be the proliferation of Massive Open Online Courses (MOOCs) and other forms of e-learning, which will replace traditional distance education.

Here too, the growth in the past few years has been very impressive (and indicative of future trends). Between 2012 and 2018 , the number of MOOCs available increased by more than 683%, while the total number of students enrolled went from 10 million (in 2013) to 81 million, and the number of universities offering them increased by 400% (from 200 to 800).

Between 2020 and 2050 , the number of people without any formal education will decline from 10% to 5% of the global population. While the number of people with a primary and lower secondary education is expected to remain largely the same, the number of people with secondary education is projected to go from 21% to 29% and post-secondary education from 11% to 18.5%.

For developing nations, distributed learning systems will offer a degree of access and flexibility that traditional education cannot. This is similar to the situation in many remote areas of the world, where the necessary infrastructure doesn’t always exist (i.e., roads, school buses, schoolhouses, etc.).

New Technologies & New Realities

Along with near-universal internet access, there are a handful of technologies that will make education much more virtual, immersive, and hands-on. These include augmented reality (AR), virtual reality (VR), haptics , cloud computing, and machine learning (AI). Together, advances in these fields will be utilized to enhance education.

By definition, AR refers to interactions with physical environments that are enhanced with the help of computer-mediated images and sounds, while VR consists of interacting with computer-generated simulated environments. However, by 2050, the line between simulated and physical will be blurred to the point where they are barely distinguishable.

This will be possible thanks to advances in “haptics,” which refers to technology that stimulates the senses. Currently, this technology is limited to stimulating the sensation of touch and the perception of motion. By 2050, however, haptics, AR, and VR are expected to combine in a way that will be capable of creating totally realistic immersive environments.

These environments will stimulate the five major senses (sight, sound, touch, taste, smell) as well as somatosensory perception — pressure, pain, temperature, etc. For students, this could mean simulations that allow the student to step into a moment in history and to see and feel what it was like to live in another time and place — with proper safety measures (let’s not forget that history is full of violence!).

This technology could extend beyond virtual environments and allow students the opportunity to visit places all around the globe and experience what it feels like to actually be there. It’s even possible that this technology will be paired with remote-access robotic hosts so students can physically interact with the local environment and people.

Cloud computing will grow in tandem with increased internet access, leading to an explosion in the amount of data that a classroom generates and has access to. The task of managing this data will be assisted by machine learning algorithms and classroom AIs that will keep track of student tasks, learning, retention, and assess their progress.

New & Personalized Curriculums

In fact, AI-driven diagnostic assessments are likely to replace traditional grading, tests, and exams as the primary means of measuring student achievement. Rather than being given letter grades or pass/fail evaluations, students will need to fulfill certain requirements in order to unlock new levels in their education.

The ease with which students can connect to classrooms will also mean that teachers will no longer need to be physically present in a classroom. By 2050, “ virtual teacher ” is likely to become an actual job description! Ongoing progress in the field of AI and social robotics is also likely to result in classrooms that are led by virtual or robotic teachers and education assistants.

Speaking of robotics, emerging technologies and the shifting nature of work in the future will be reflected in the kinds of tasks students perform. For this reason, students are sure to spend a significant portion of their lessons learning how to code and build robots , take apart and reassemble complex machines, and other tasks that will enhance their STEM skills.

Other professions that emerge between now and 2050 are also likely to have an impact on student education. Given their importance to future generations, students are sure to learn about additive manufacturing (3D printing), space travel, renewable energy, and how to create virtual environments, blockchains , and digital applications .

In addition to adapting to new demands, school curriculums are likely to become a lot more decentralized as a result of technological changes. On the one hand, schools are likely to abandon compartmentalized study — math, science, language, literature, social studies, etc. — in favor of more blended learning activities that cut across these boundaries.

Gaming, Problem Solving, & Incentives

Another major change is the way education is expected to become “gamified.” This is the philosophy behind Ad Astra , a private school created by Elon Musk and educator Joshua Dahn for Musk’s children and those of SpaceX’s employees. Since then, this school has given way to Astra Nova , which follows the same philosophy, but is open to the general public.

With their emphasis on destructured learning and focus on problem-solving, these schools provide something of a preview for what education will look like down the road. As Musk remarked in a  2013 interview with Sal Khan, founder of the online education platform Khan Academy :

“What is education? You’re basically downloading data and algorithms into your brain. And it’s actually amazingly bad in conventional education because it shouldn’t be like this huge chore… The more you can gamify the process of learning, the better. For my kids, I don’t have to encourage them to play video games. I have to pry them out of their hands.”

This approach is similar to the Montessori method of education , where students engage in self-directed learning activities in a supportive and well-equipped environment. While many practices have come to be included under the heading of “Montessori school,” the general idea is to avoid using highly structured and transmission-based methods.

Combined with cutting-edge technology, this same philosophy is projected to become far more widespread and will be possible without the need for physical classrooms, schools, textbooks, etc. In this respect, it is the Synthesis School , another spin-off of Ad Astra, that provides the closest approximation of what the future of education will be like.

The Synthesis School is an open-access educational platform that takes the problem-solving and gamified approach of Ad Astra and Astra Nova and makes it available as an enrichment activity to the entire world (for a fee). In the future, children and youths from all over the world could be following the same process: Logging in from just about anywhere, forming groups, and playing games that develop our faculties.

The growing use of cryptocurrencies and non-fungible tokens (NFTs) will also have an effect on schooling. In terms of the future economy, these technologies could replace traditional fiat money and banking. But in education, they could facilitate an entirely new system of reward and punishment.

Here too, Ad Astra and Astra Nova offer a preview of what this might look like. In these schools, students are encouraged to earn and trade a unit of currency called the “ Astra .” This system is designed to reward students for good behavior while also teaching them about money management and entrepreneurship.

By 2050, the majority of students around the world may no longer have to physically go to school in order to get an education. Instead, they will be able to log in from their home, a common room in their building, or a dedicated space in their community. From there, they will join students from all around the world and engage in problem-solving tasks, virtual tours, and hands-on activities.

For hundreds of millions of students, this will represent a chance to at a brighter future for themselves and others. For many children, it will be an opportunity to learn about the world beyond their front door and how to facilitate the kind of changes that will benefit us all.

For others, the transformation of education that is anticipated in the coming decades is a chance to fulfill the dream of countless generations. As long as education has existed as a formal institution, educators have wrestled with questions regarding the best way to impart knowledge, foster intellectual acumen, and inspire future leaders.

As Socrates famously said, “Education is the kindling of a flame, not the filling of a vessel.” Through technology that allows us to create education that is tailored to the individual, universal in nature, and decentralized in structure, we may finally have found the means for ensuring that every student finds their path to success.

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ABOUT THE EDITOR

Matthew S. Williams Matthew S Williams is an author, a writer for Universe Today, and the curator of their Guide to Space section. His works include sci-fi/mystery The Cronian Incident and his articles have been featured in Phys.org, HeroX, Popular Mechanics, Business Insider, Gizmodo, and IO9, ScienceAlert, Knowridge Science Report, and Real Clear Science, with topics ranging from astronomy and Earth sciences to technological innovation and environmental issues. He is also a former educator and a 5th degree Black Belt Tae Kwon Do instructor. He lives on Vancouver Island with his wife and family.  

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Classroom of the Future Essay

In the future, the classroom will change greatly, reflecting social and technological changes penetrated our society. In the future, a great layer of information and varieties of technology will be available, so the classroom of the future is a virtual classroom: e-classroom and e-learning (Nelson et al. 2006). In contrast to the modern education system, where the Internet is used as a supportive context for extending student inquiries, in the future, the Internet and Intranets will be used as a core of education and learning. Wireless, seamless networking of devices as disparate as mobile phones, PCs, personal organizers, and televisions will be the norm, and the expectation will be that this works well and that it happens as if by magic. Access will be everywhere; at home, in the workplace, on holiday, in both public (public sites will vary from Internet cafes to public libraries) and private (home access, subscriber clubs) (Sanchez 2007). It will be as ‘natural’ for students to access information as it is for us to access electricity.

In a virtual classroom, there will be multiple levels of possible collaboration. The primary focus will be on helping students in the same classroom become a community of learners, a team of inquirers who listen carefully to each other, challenge, and encourage–in short, who learn together. This type of interaction, and the kind of dialogue that characterizes it, does not spontaneously occur among students over the network (Classroom of the Future, 2006). In fact, it does not spontaneously occur in the classroom either but requires active involvement by the teacher. E-books and e-textbooks, re-writing books, and e-tests will be part of the classroom and education. The students will be graded automatically according to their participation and learning progress. These techniques will help teachers to coordinate, direct and guide the efforts of students toward the achievement of learning goals and objectives (Nelson et al. 2006). Some critics describe the school of the future as ‘chairless school’ complete with “standing” desks and a host of sophisticated of learning technologies” (Classroom of the Future, 2006). This approach will help to overcome such problems as obesity and increase physical activities.

Within this process, effective communication has a great influence on analytical skills and the decision-making process as a part of the educational process. The classroom of the future will also be based on communication and interaction between a teacher and a student. Thus, all interaction and communication will be online (virtual conferences). “Teachers will build lesson plans around information on classroom websites” (Sanchez, 2007). In the future, all students will interact in real-time in a graphic world (like a computer game) where they are either assigned a role or create their own role to play within the environment. Class discussions and learning will take place in the virtual environment. A young person registering in an education center will begin a lifelong contract where his or her learning is not time delimited but grows richer and deeper throughout life. Influenced by technologies and innovative solutions classroom will never be the same: it will evolve with science and Information Technologies.

• Classroom of the Future . (2006). Web.
• Nelson, J.L., Palonsky, S.B., McCarthy, M.R. (2006). Critical Issues in Education . McGraw-Hill Humanities/Social Sciences/Languages.
• Sanchez, L. (2007). Learning via e-Pad . Web.
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2023, October 31). Classroom of the Future. https://ivypanda.com/essays/classroom-of-the-future/

"Classroom of the Future." IvyPanda , 31 Oct. 2023, ivypanda.com/essays/classroom-of-the-future/.

IvyPanda . (2023) 'Classroom of the Future'. 31 October.

IvyPanda . 2023. "Classroom of the Future." October 31, 2023. https://ivypanda.com/essays/classroom-of-the-future/.

1. IvyPanda . "Classroom of the Future." October 31, 2023. https://ivypanda.com/essays/classroom-of-the-future/.

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IvyPanda . "Classroom of the Future." October 31, 2023. https://ivypanda.com/essays/classroom-of-the-future/.

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How can schools best prepare students for the future? Give them real work to do

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The public education system in the US has been the same for over a century, with teachers talking at students and giving them tests. But at Iowa BIG, teens address their community’s most pressing needs — and the results are benefiting them and their town.

In 2012, some members of the community in Cedar Rapids, Iowa, asked, “What should school look like?” To explore the question, they created the Billy Madison Project (yes, named after the Adam Sandler movie in which a misbehaving adult goes back to school), which brought 65 adults, including local leaders, to a high school to re-experience student life. All 65 of them went through an entire school day, complete with desks, lectures, textbooks, bells and permission slips to use the bathroom.

At the end of the day, they were asked, “What do you think?”

Regardless of income, gender, age or politics, each participant reached the same conclusion: “We can do much better.”

They decided to create a program that made learning more meaningful — where students could choose how they use their time and what they pursue, and where curriculum is integrated across disciplines and integrated with the community. So, in the fall of 2013, they launched Iowa BIG . It started with just a dozen students; 207 are currently enrolled (and there’s a waiting list to get in).

This “school” has no building or curriculum. Its students attend their regular school part-time, and commit several hours a day to Iowa BIG, where they work with over 100 local organizations (businesses, nonprofits and policy groups) to identify problems they can help solve. The heart and soul of the school day is the work these students do to improve their community.

Iowa BIG draws students from three Cedar Rapids school districts. These districts have historically viewed each other as rivals, but Iowa BIG has united them and the wider community; students, teachers and local organizations now view themselves as a team.

Assessment at Iowa BIG is different and meaningful. The community partners meet frequently with students and their teacher, providing no-nonsense feedback. There’s no ambiguity about their goals — the teens need to keep working until they solve the partner’s problem, or fail.

“Students develop their work plan, organize it into tasks, and learn and do what’s required to make progress. Individually or as teams, they work on their own for long stretches,” says Troy Miller, who cofounded Iowa BIG. “Faculty track progress and hold them accountable for completing work, not class attendance or checking off boxes.”

The program doesn’t work for every kid. To date, some 15 percent have left and returned to normal school, but as Iowa BIG cofounder Shawn Connally says, even these kids end up learning life lessons “an order of magnitude more important than turning in an essay on time.”

Of its roughly 500 graduates to date, some 97 percent who applied to college were admitted to their first choice. Since Iowa BIG students still participate in their normal schools, they’re able to list AP courses and extracurricular activities in their college applications.

“But Iowa BIG students also have a résumé worth looking at,” points out Connally. One was waitlisted at the Air Force Academy against long odds. In pleading his case, he emphasized his real-world experience with BIG, how he struggled with team dynamics, and what he learned about leadership. He got in. These distinctive experiences, as Connally puts it, “have a lot more value to many employers and colleges than a good SAT score.”

Many Iowa BIG students also get great summer jobs. “This year, we had a junior in high school who got a summer position at the University of Iowa Hospital, beating out 17 undergrads and 13 postgraduates. Without his Iowa BIG experience, he wouldn’t have been able to get that internship,” say the program’s founders. “We can’t take credit for his intelligence, but we can take credit for giving him opportunities to be exposed to things that will take him to the next level.”

“With the traditional model of education, learning is static — not much has changed in roughly 125 years. With this model, learning changes every day,” they continued. “Plus, these kids get to know their community in new ways and appreciate it. That’s really important. We have kids who used to call this place ‘Cedar Crapids.’ Now, one student away for college told us, ‘I’d be a fool not to come back to my network.’ ”

Kyle came to Iowa BIG to learn how to start a business. While at BIG, he started a monster.com-like website, and though the site eventually failed, he won a competition with it and raised some money. In his second year, he worked with a large local company, analyzing their distribution data using his coding and database skills.

“The VP asked him what he was planning to do for the summer, and he said, ‘Probably wait tables.’ The VP said, ‘No, you’re going to work for us.’ He was hired as a full-time data scientist writing code to analyze their business data,” says Miller and Connally. “When he took a computer science course at his conventional high school, he failed. Now he is getting paid a healthy salary to do something that’s an ‘F’ on his transcript.”

As an Iowa BIG freshman, Isaac designed underwater submersibles, helped his school system optimize practices for students who experienced severe childhood trauma, and designed and programmed drones — all in seven months . He says, “I also had a project where I was researching genomes of different mushrooms and how to promote the commercialization of new species. A lot of my projects have been around making small apps and websites. Through that, I’ve been introduced to several coding languages — TSS, THP, HTML, Arduino.”

When he was 15, Isaac organized a summer class for middle-school kids, introducing them to the skills he learned through BIG: coding, Photoshop, making websites, building drones. He was paying it forward to other kids, while making three times the minimum wage.

Connally adds, “As a teacher, I watch Isaac doing things he thinks of as coding projects. Students often don’t explicitly see how other subjects are integrated into their learning. I think about his ACES [childhood trauma] project: He’s reading texts above grade level, contacting resources in the community, interviewing adults, and understanding information. This psychology project is actually three or four classes … The buckets don’t fill at the same rate, but overall they fill faster and deeper.”

Miller shared a powerful explanation for how he ended up at Iowa BIG: “I left a well-off school district for one that has all the classic urban problems: poverty, economics, race relations. These are issues I care deeply about. But after years of telling these students that if they can just struggle through, then they will get a job and get out of poverty, I realized: That’s not true. These subjects and tests are not designed to cut the poverty cycle,” he says.

“As an instructor, I need to keep a pulse on what employers genuinely want, and be giving skills to students who don’t have parents who can do that . Otherwise, I’m just prepping them for high school courses that will prepare them for some intro college course that will prepare them for more advanced college courses that basically prepare them for nothing. Meanwhile in college, they are accumulating huge amounts of debt and will probably drop out, falling right back into the poverty trap.”

Because BIG is so different, some in the education field view it cautiously. Miller says, “Some pushback comes from people who believe everything has to work on a set timeline, all English classes need to read certain books. In their value system, they are right, but that’s not my value system and it’s not the value system of business.”

“It’s baffling to me that more parents don’t advocate for their kids. It’s fear — fear of change, fear of what it will mean for college, and a lack of vision,” he concludes. “I don’t think it’s going to come from within the school. The community needs to step up and say: Our students are not being prepared the way they need to be.”

Your local school might not be up for something as ambitious as Iowa BIG, but you can start small with help from School Retool (a nonprofit created by Stanford University’s d.school ), the Hewlett Foundation (funder of the Deeper Learning initiative), and design firm IDEO .

School Retool’s mission is to help schools create cultures of innovation. Their “Shadow a Student” campaign has enabled thousands of adults, usually principals, to walk in a student’s shoes for an entire day and then share reflections with their community. Drawing on these resources, you could invite community leaders to your school to shadow a student or a teacher. Like the civic leaders in Cedar Rapids, they could become your staunchest allies.

Excerpted from the new book What School Could Be: Insights and Inspiration from Teachers across America by Ted Dintersmith. Copyright © 2018 by Ted Dintersmith. Reprinted by permission of Princeton University Press.

Watch Ted Dintersmith’s TEDxFargo talk here:

About the author

Ted Dintersmith is focused on bringing innovation to US education. His four-decade career spans technology, business, public policy and education philanthropy. He was the executive producer of the 2015 documentary “Most Likely to Succeed,” which exposed the shortcomings of conventional education in America, as well as the co-author of the companion book “Most Likely to Succeed: Preparing Our Kids for the Innovation Era.” During the 2015-2016 academic year, Dintersmith went to all 50 states and visited 200 schools. His book “What School Could Be” showcases some of the standout classrooms and schools that he found.

• future of classroom education
• future of education
• Ted Dintersmith
• United States

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Futures of Education

• Research and knowledge
• New social contract
• Digital learning futures
• The Initiative 2019-2021
• National & local dialogues
• International advocacy

The Futures of Education

Our world is at a unique juncture in history, characterised by increasingly uncertain and complex trajectories shifting at an unprecedented speed. These sociological, ecological and technological trends are changing education systems, which need to adapt. Yet education has the most transformational potential to shape just and sustainable futures. UNESCO generates ideas, initiates public debate, and inspires research and action to renew education. This work aims to build a new social contract for education, grounded on principles of human rights, social justice, human dignity and cultural diversity. It unequivocally affirms education as a public endeavour and a common good.

No trend is destiny...Multiple alternative futures are possible... A new social contract for education needs to allow us to think differently about learning and the relationships between students, teachers, knowledge, and the world.

Our work is grounded in the principles of the 2021 report “Reimagining Our Futures Together: A New Social Contract for Education” and in the report’s call for action to consolidate global solidarity and international cooperation in education, as well as strengthen the global research agenda to reinforce our capacities to anticipate future change.

The report invites us to rebalance our relationship with:

• each other,
• the planet, and
• technology.

Summary of the Report

The international commission.

In 2019 UNESCO Director–General convened an independent International Commission to work under the leadership of the President of the Federal Democratic Republic of Ethiopia, H.E. President Sahle-Work Zewde, and develop a global report on the Futures of Education. The commission was charged with carefully considering inputs received through the different consultation processes and ensuring that this collective intelligence was reflected in the global report and other knowledge products connected with the initiative.

Our thematic research priorities

Featured highlights.

Sustainable development challenges and the role of education

Our foresight work, looking towards 2050, envisions possible futures in which education shapes a better world. Our starting point is observation of the multiple, interlocking challenges the world currently faces and how to renew learning and knowledge to steer policies and practices along more sustainable pathways.The challenges are great. But there are reasons for optimism, no trend is destiny.

Our work responds to the call of the International Commission on the Futures of Education to guide a new research agenda for the futures of education. This research agenda is wide-ranging and multifaceted as a future-oriented, planet-wide learning process on our futures together. It draws from diverse forms of knowledge and perspectives, and from a conceptual framework that sees insights from diverse sources as complementary rather than exclusionary and adversarial.

Linking current trends and the report of the International Commission on the Futures of Education.

• The global population is projected to reach a peak at around 10.4 billion people during the 2080s , nearly double the global population of 1990 (5.3 billion)
• There will be an estimated  170 million displaced people by 2050 , equivalent to 2.3% of the global population
• Sub-Saharan Africa is expected to be home to some 1/3 of the global population  by 2050

"A new social contract for education requires renewed commitment to global collaboration in support of education as a common good, premised on more just and equitable cooperation among state and non-state actors. Beyond North-South flows of aid to education, the generation of knowledge and evidence through South-South and triangular cooperation must be strengthened."

• The number of persons aged 65 years or older worldwide is expected to double over the next three decades, reaching 1.6 billion in 2050 (16% of global population)

"Human longevity may also increase and perhaps with it, at least for some, the extension of the work period of life. If older people can remain active and engaged, they will enrich society and the economy through their skills and experience."

• Global temperatures are expected to increase  2.7 degrees by 2100 , leading to devastating global consequences
• Humans currently use as as many ecological resources as is we lived on 1.75 Earths

"The planet is in peril (...) Here children and youth already lead the way, calling for meaningful action and delivering a harsh rebuke to those who refuse to face the urgency of the situation. (...) One  of  the  best  strategies  to  prepare  for  green  economies  and  a  carbon-neutral  future  is  to  ensure  qualifications, programmes and curricula deliver ‘green skills’, be they for newly emerging occupations and sectors or for those sectors undergoing transformation for the low-carbon economy."

• Global freedom has been declining for more than 15 years  

"There has been a flourishing of increasingly active citizen participation and activism that is challenging discrimination and injustice worldwide (...) In educational content, methods and policy, we should promote active citizenship and democratic participation."

• There will be an estimated 380 million higher education students by 2030, up from roughly 220 million students were enrolled in formal post-secondary education in 2021

"Future policy agendas for higher education will need to embrace all levels of education and better account for non-traditional educational trajectories and pathways. Recognizing the interconnectedness of different levels and types of education, speaks to the need for a sector-wide, lifelong learning approach towards the future development of higher education."

• Less than 10% of school and universities have guidance on educational uses of AI

"The challenge of creating decent human-centered work is about to get much harder as Artificial Intelligence (AI), automation and structural transformations remake employment landscapes around the globe. At the same time, more people and communities are recognizing the value of care work and the multiple ways that economic security needs to be provisioned.”

• Fake news travel 6 times faster than true stories via Twitter - such disinformation undermines a shared perception of truth and reality

"Digital technologies, tools and platforms can be bent in the direction of supporting human rights, enhancing human capabilities, and facilitating collective action in the directions of peace, justice, and sustainability (...) A primary educational challenge is to equip people with tools for making sense of the oceans of information that are just a few swipes or keystrokes away."

• Employers anticipate a structural “labour market churn” (or disruption) of 23% of jobs in the next five years, resulting in a net decrease of 2% of current employment due to environmental, technological and economic trends.

"Underemployment, the inability to find work that matches one’s aspirations, skillset and capabilities, is a persistent and growing global problem, even among university graduates in many of the world’s wealthiest countries. This mismatch is combustible: social scientists have shown that a highly educated population unable to apply its skills and competencies in decent work, leads to discontent, agitation and sometime sparks political and civil strife... Learning must be relevant to the world of work. Young people need strong support upon educational completion to be integrated into labour markets and contribute to their communities and societies according to their potential."

• CHANGING DEMOGRAPHICS: Global population in 2080s: 10.4 billion ( UNDESA  World Population Prospects, 2022) /Africa 1/3 population ( UNDESA  World Population Prospects, 2022)
• AGING POPULATIONS: 1.6 billion people over 65 in 2050 (UNDESA World Social Report , 2023)
• PLANETARY CRISIS: Humans use 1.75 Earths ( Global Footprint Network ) / Global temperatures to increase 2.7 degrees by 2100   ( UNFCCC  Synthesis Report, 2021)
• DEMOCRATIC BACKSLIDING: Global freedom has been declining for more than 15 years ( Freedom House  Freedom in the World report, 2023)

*  All figures correct as of 2023.

• TECHNOLOGY: Less that 10% of school and universities have guidance on educational uses of AI ( UNESCO study, 2023)
• DISINFORMATION: Fake news travel 6 times faster than true stories via Twitter ( MIT  study, 2018)
• UNCERTAIN FUTURE OF WORK: Net decrease of 2% of employment over next 5 years ( WEF  Futures of Work report, 2023) 
• CHANGING LIFELONG EDUCATION APPROACHES: 320 million students by 2030 ( World Bank  blog, 2022)

The third in a series of major visioning exercises for education

Reimagining our future together: a new social contract for education  is the third in a series of UNESCO-led once-a-generation foresight and visioning exercises, conducted at key moments of historical transition. 

In 1972, the  Learning to Be: the world of education today and tomorrow  report already warned of the risks of inequalities, and emphasized the need for the continued expansion of education, for education throughout life and for building a learning society.

This was followed by the 1996 Learning: The treasure within report that proposed an integrated vision of education around four pillars: learning to be, learning to know, learning to do, and learning to live together in a lifelong perspective.

News and stories

Please feel free to contact us here if you have any questions or requests. 

The school of the future.

Generally speaking, schools have looked the same for the last 75 years or more. Of course, technology is now a key part of the classroom, and interactive whiteboards may have replaced the traditional chalkboards. But still the basic premise remains the same – the teacher stands at the front facing rows of desks which students sit behind.

So, schools really haven’t changed much physically for the better part of century. Some schools have experimented with flirtations of ‘open plan’ classroom design – but long corridors with conventional classrooms off them are still largely the order of the day.

Indeed, the way schools are organised has changed little either. Children are still typically grouped by age first and then by ability second. Of course, all over the world, you will always find isolated stories of schools being particularly innovative and creative. These are the schools that have decided to do things a little bit differently (often with great results), but – by and large – not upsetting the status quo seems to be the way most schools do things.

But technology has never moved at such a fast pace and impacted many professions. For example, people working in PR used to spend loads of times on taking screenshots, and nowadays those coverage reports can be made with software. Other jobs have been made entirely obsolete. 

Because of this many people are asking the question: What should the school of the future look like? People are intrigued by the thought of embracing technology more to improve the learning environment. AI (Artificial Intelligence) is big news these days – Will robots take over from teachers one day?

Technology is moving quickly and it can enable us to do some amazing things; so: what will schools look like in 20/30 years’ time?

Virtual classrooms?

The extent to which the schools of today are fit for purpose is a hot topic. Many educationalists believe that some of the things schools do are simply obsolete now. These include losing school days either through illness or bad weather. A former Law and Business teacher, Dave Townsend, created a virtual classroom to cater for one of his students who was unable to come into school for 6 months because of an immune deficiency problem. Townsend was able to develop a facility that enabled the student to log on and view the classroom so that learning was not affected in any way.

With the technology and software that is available today, let alone in 20/30 years’ time, the idea of a virtual classroom could become commonplace.

Part-time schools?

Technology has made remote working simple. The possibilities and potential it offers – no more commuting into the office, for example – are endless. Many companies have already embraced remote and flexible working opportunities. The trend is only likely to grow in the years to come – and it could extend into the world of education too.

In the Australian city of Alice Springs, The School of the Air is already offering something similar to its students. Many of the school’s students simply live too far away from the school to make regular attendance practical. Therefore, students receive lesson materials via the post or the internet.

Of course, we should never underestimate the value of classroom conversations and social interaction. But, it is also true that technology now enables students to shoot and edit video, make a radio show, design posters and websites, blog – and interact online as well.

The question could be asked: Is the traditional classroom now redundant?

Robots not teachers?

Many educationalists now believe that is only a matter of time before robots – intelligent machines – begin to replace teachers in schools.

There will always be a place for teachers, but intelligent machines will be able to offer a more individual and personalised experience for students overall.

Ultimately, the extent to which the schools of the future are transformed by technology will be determined by government education budgets and policy, but the technology certainly has the potential to completely transform schools over the next 20 or 30 years.

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The Future of the High School Essay: We Talk to 4 Teachers, 2 Experts and 1 AI Chatbot

Chatgpt, a new, easy-to-use ai tool, could upend the way students learn about writing and self-expression. is that such a bad thing.

ChatGPT, an AI-powered “large language” model, is poised to change the way high school English teachers do their jobs. With the ability to understand and respond to natural language, ChatGPT is a valuable tool for educators looking to provide personalized instruction and feedback to their students. 

O.K., you’ve probably figured out by now that ChatGPT wrote that self-congratulatory opening. But it raises a question: If AI can produce a journalistic lede on command, what mischief could it unleash in high school English?

Actually, the chatbot, unveiled last month by the San Francisco-based R&D company Open AI, is not intended to make high school English teachers obsolete. Instead, it is designed to assist teachers in their work and help them to provide better instruction and support to their students.

O.K., ChatGPT wrote most of that too. But you see the problem here, right?

English teachers, whose job is to get young students to read and think deeply and write clearly, are this winter coming up against a formidable, free-to-use foe that can do it all: With just a short prompt, it writes essays , poems , business letters , song lyrics, short stories, legal documents , computer code , even outlines and analyses of other writings. 

One user asked it to write a letter to her son explaining that “Santa isn’t real and we make up stories out of love.” In five trim paragraphs, it broke the bad news from Santa himself and told the boy, “I want you to know that the love and care that your parents have for you is real. They have created special memories and traditions for you out of love and a desire to make your childhood special.”

One TikToker noted recently that users can upload a podcast, lecture, or YouTube video transcript and ask ChatGPT to take complete notes.

@tech.n.trendz ChatGPT Taking Notes From YouTube #chatgpt #openai #dalle2 #AI #artificialintelligence #gaming #news #fyp ♬ original sound – Riley Brown

Many educators are alarmed. One high school computer science teacher confessed last week, “I am having an existential crisis.” Many of those who have played with the tool over the past few weeks fear it could tempt millions of students to outsource their assignments and basically give up on learning to listen, think, read, or write.

Others, however, see potential in the new tool. Upon ChatGPT’s release, The 74 queried high school teachers and other educators, as well as thinkers in the tech and AI fields, to help us make sense of this development.

Here are seven ideas, only one of which was written by ChatGPT itself:

1. By its own admission, it messes up.

When we asked ChatGPT, “What’s the most important thing teachers need to know about you?” it offered that it’s “not a tool for teaching or providing educational content, and should not be used as a substitute for a teacher or educational resource.” It also admitted that it’s “not perfect and may generate responses that are inappropriate or incorrect. It is important to use ChatGPT with caution and to always fact-check any information it provides.”

2. It’s going to force teachers to rethink their practice — whether they like it or not. 

Josh Thompson, a former Virginia high school English teacher working on these issues for the National Council of Teachers of English, said it’s naïve to think that students won’t find ChatGPT very, very soon, and start using it for assignments. “Students have probably already seen that it’s out there,” he said. “So we kind of have to just think, ‘O.K., well, how is this going to affect us?’”

In a word, Thompson said, it’s going to upend conventional wisdom about what’s important in the classroom, putting more emphasis on the writing process than the product. Teachers will need to refocus, perhaps even using ChatGPT to help students draft and revise. Students “might turn in this robotic draft, and then we have a conference about it and we talk,” he said.

The tool will force a painful conversation, Thompson and others said, about the utility of teaching the standard five-paragraph essay, which he joked “should be thrown out the window anyway.” While it’s a good template for developing ideas, it’s really just a starting point. Even now, Thompson tells students to think of each of the paragraphs not as complete writing, but as the starting point for sections of a larger essay that only they can write.

3. It’s going to refocus teachers on helping students find their authentic voice.

In that sense, said Sawsan Jaber, a longtime English teacher at East Leyden High School in Franklin Park, Ill., this may be a positive development. “I really think that a key to education in general is we’re missing authenticity.”

Technology like ChatGPT may force teachers to focus less on standard forms and more on student voice and identity. It may also force students to think more deeply about the audience for their writing, which an AI likely will never be able to do effectively.

“I think education in general just needs a facelift,” she said, one that helps teachers focus more closely on students’ needs. Actually, Jaber said, the benefits of a free tool like ChatGPT might most readily benefit students like hers from low-income households in areas like Franklin Park, near Chicago’s O’Hare Airport. “The world is changing, and instead of fighting it, we have to ask ourselves: ‘Are the skills that we’ve historically taught kids the skills that they still need in order to be successful in the current context? And I’m not sure that they are.”

Jaber noted that universities are asking students to do more project-based and “unconventional” work that requires imagination. “So why are we so stuck on getting kids to write the five-paragraph essay and worrying if they’re using an AI generator or something else to really come up with it?”

4. It could upend more than just classroom practice, calling into question everything from Advanced Placement assignments to college essays.

Shelley Rodrigo, senior director of the Writing Program at the University of Arizona, said the need for writing instruction won’t go away. But what may soon disappear is the “simplistic display of knowledge” schools have valued for decades.

“If it’s, ‘Compare and contrast these two novels,’ O.K., that’s a really generic assignment that AI can pull stuff from the Internet really easily,” she said. But if an assignment asks students to bring their life experience to the discussion of a novel, students can’t rely on AI for help.

“If you don’t want generic answers,” she said, “don’t ask generic questions.”

In looking at coverage of the kinds of writing uploaded from ChatGPT, Rodrigo, also present-elect of NCTE, said it’s easy to see a pattern that others have commented on: Most of it looks like something that would score well on an AP exam. “Part of me is like, ‘O.K., so that potentially is a sign that that system is broken.’”

5. Students: Your teachers may already be able to spot AI-assisted writing.

While one of the advantages of relying on ChatGPT may be that it’s not technically plagiarism or even the product of an essay mill, that doesn’t mean it’s 100% foolproof.

Eric Wang, a statistician and vice president of AI at Turnitin.com, the plagiarism-detection firm, noted that engineers there can already detect writing created by large-language “fill-in-the-next-word” processes, which is what most AI models use.

How? It tends to follow predictable patterns. For one thing, it uses fewer sophisticated words than humans do: “Words that are less frequent, maybe a little more esoteric — like the word ‘esoteric,’” he said. “Our use of rare words is more common.”

AI applications tend to use more high-probability words in expected places and “favor those more probable words,” Wang said. “So we can detect it.”

Kids: Your untraceable essay may in fact be untraceable — but it’s not undetectable. 

6. Like most technological breakthroughs, ChatGPT should be understood, not limited or banned — but that takes commitment.

L.M. Sacasas, a writer who publishes The Convivial Society , a newsletter on technology and culture, likened the response to ChatGPT to the early days of Wikipedia: While many teachers saw that research tool as radioactive, a few tried to help students understand “what it did well, what its limitations were, what might be some good ways of using Wikipedia in their research.”

I taught HS writing for a few years. I spent most of my time getting students to break the ingrained 5-graph essay habit so that they could write more competently, less formulaically. I, for one, welcome its demise. — LM Sacasas (@LMSacasas) December 7, 2022

In 2022, most educators — as well as most students — now see that Wikipedia has its place. A well-constructed page not only helps orient a reader; it’s also “kind of a launching pad to other sources,” Sacasas said. “So you know both what it can do for you and what it can’t. And you treat it accordingly.” 

Sacasas hopes teachers use the same logic with ChatGPT.

More broadly, he said, teachers must do a better job helping students see how what they’re learning has value. So far, “I think we haven’t done a very good job of that, so that it’s easier for students to just take the shortcut” and ask software to fill in rather meaningless blanks.

If even competent students are simply going through the motions, he said, “that will encourage students to make the worst use of these tools. And so the real project for us, I’m convinced, is just to instill a sense of the value of learning, the value of engaging texts deeply, the value of aesthetic pleasure that cannot be instrumentalized. That’s very hard work.”

7. Underestimate it at your peril.

Open AI’s Sam Altman earlier this month tried to lower expectations, tweeting that the tool “is incredibly limited, but good enough at some things to create a misleading impression of greatness.”

Ask ChatGPT to write a Bob Dylan song about Baltimore , for example, and … well, it’s not very good or very Dylanesque at the moment. The chorus:

Baltimore, Baltimore

My home away from home

The people are friendly

And the crab cakes are to die for.

Altman added, “It’s a mistake to be relying on it for anything important right now.” 

The tool’s capabilities in many ways may not be very sophisticated now, said Jake Carr , an English teacher in northern California. “But we’re fooling ourselves if we think something like ChatGPT isn’t only going to get better.”

Carr asked the tool to write a short story about “kids who ride flying narwhals” and got a rudimentary “Golden Books” sort of tale. But then he got an idea: Could it produce an outline of such a story using Joseph Campbell’s “ Hero’s Journey ” template?

It could and it did, producing “a pretty darn good outline” that used all of the storytelling elements typically present in popular fiction and screenplays.

He also cut-and-pasted several of his students’ essay drafts into the tool and asked it to grade each one based on a rubric he provided.

@mr.carr.on.the.web Revolutionizing the English classroom with AI—how can we use technology to enhance student learning and engagement? 🤖 📚 #englishteacher #edtech #ai #chatgpt ♬ original sound – Mr. Carr On The Web | EduTok

“I tell you what: It’s not bad,” he said. The tool even isolated each essay’s thesis statement.

Carr, who frequently posts TikToks about tech, admitted that ChatGPT is scary for many teachers, but that they should play with it and consider how it forces them to think more deeply about their work. “If we don’t talk about it, if we don’t begin the conversation, it’s going to happen anyways and we just won’t get to be part of the conversation,” he said. “We just have to be forward thinking and not fear change.”

But perhaps we shouldn’t be too sanguine. Asked to write a haiku about is own potential for mayhem, ChatGPT didn’t mince words:

Artificial intelligence

Powerful and dangerous

Beware, for I am here

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Greg Toppo is a senior writer at The 74.

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The Essay’s Future: We Talk to 4 Teachers, 2 Experts and 1 AI Chatbot

By Greg Toppo

This story first appeared at The 74 , a nonprofit news site covering education. Sign up for free newsletters from The 74 to get more like this in your inbox.

On The 74 Today

Modern Schools: The Vision of Future Schooling. Essay on Future Schools

Following is the collection of Essay on Future Schools. Modern schools are reshaping education. Discover how future school will redefine learning for the next generation.

The Evolution of Modern Schools: Essay on Future Schools – 100 Words

Modern schools are paving the way for a dynamic future in education. Modern schools will focus on enhanced interactivity and deeper engagement with students. The future school model will heavily rely on advanced technology . The way that students learn will change as well.

In the future, students will learn through Virtual Reality (VR). In modern schools, VR offers students a fresh perspective, making learning thrilling. Another way that schools will change in the future is through MOOCs or massive open online courses.

MOOCs, a hallmark of modern schools, are global online courses presented by top universities. These classes are typically free to take and can be completed in a few weeks or months. This modern school approach is gaining traction due to its numerous advantages over conventional education.

For example, MOOCs allow students to receive real-world education from top professors without having to leave their home country or spend years in college. Additionally, MOOCs provide a competitive edge for students who want to get ahead in their field.

Taking the information given below in the input, develop it into a paragraph (100-150 words). You can invent your own details.

Story ‘The Fun They Had’ — the year 2157 — no separate buildings — no human teacher — no printed books — e-books — TV screen — mechanical teacher — slot to put homework — no fun & romance of old schools — not same learning.

Ans.                          Future Schools

The Fun They Had’ offers a peek into future school scenarios in 2157 . They will have no separate building. Only a bedroom will serve the purpose. The teachers will not be living human beings. There will be no printed books. They will become irrelevant. TV screens will have millions of books on them. The mechanical teacher will have a slot where homework and test papers will be put. Only the punch-code language will be used.

All students will not learn the same thing. Hence, they will not be able to help each other. The mechanical teacher will be adjusted according to the mental level of each student. Without grand buildings and human teachers, the so-called ‘schools’ in future will lose the fun and romance of the good old schools.

Download the above Paragraph in PDF (Printable)

Write a paragraph on the topic in about 80 words:.

Ans.                   What I want to do for My School.                                                         

  I want to see my school as a dream school, in which students have all facilities they could require. If I have money, I would like my school to have as many computers as the number of students. I want all the students to learn the use of a computer, have access to the Internet and increase their global knowledge. I want my school to come to the International standard of schools. If all the students of my school become computer literate then that will be a Dream comes true.

Download the above Paragraph in PDF

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Schools are a place for all kids and young adults go to learn something before going out into the big world, schools are responsible for a lot of things; what a child learns, and many other things. So with the new school being built; the name should be Northeast, the mascot should be a python, and the school colors should be yellow and white.

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The current building is made up of simply domes. The new addition for cost reasons, will not be a dome. Benny Sprague, the school’s maintenance worker and bus driver stated, “I think many of the faculty members and students will like this better, mainly because the addition will have windows.”

The 's Multi State Network Of Free Public Charter High Schools

We 've designed our schools as small, individualized, and relevant to today 's workforce needs. Our first campuses were in partnership with

The Future of Education in America

“We are now taking the lead because for too long the public school system in Camden has failed its children”, exclaimed Chris Christie, the standing Governor of New Jersey. On the one hand, The New Jersey Public School System was awarded number 1 as the best system in the nation by 2012 Education State Ranking (Morgan, 2011). Yet on the other, only 2 percent of the graduates from Camden High School scored high enough on the SAT’s to be considered college prepared. This blatant inconsistency echoes the hyper-polarization of wealth and indigence throughout not only the state of New Jersey, but also the country as a whole. In response to this crisis, NJ’s Governor Christie has proposed the Opportunity Scholarship Act, which would stimulate competition between schools and in turn boost the quality of education. The act would create this competitive open market by providing scholarship funds to eligible low-income children who attend a chronically failing school district in order for them to choose to attend an alternative public or non-public school.

Racial Awareness At Black And Latino Males

As a leader I envision my school as one where students and teachers come to a place they enjoy entering each day. All share the focus of the school, the belief that all students can become high achievers. Staff is centered on student achievement; no matter what academic level that all students face coming into the classroom. All staff will understand that all children are teachable, even those with learning issues.

School Bleachers Problem

There are many problems in every school worldwide. Some have less problems than others. If my school received one million dollars, people would be going crazy. Everybody would be running wild telling everybody there ideas. I have many ideas but there are three main ideas that I would like to share. New bleachers, less people per classroom, and a restaurant will make a great impact on the school.

Edith Williams School: A Case Study

R/ stated that on 6-21-15 at about 1200hrs he was traveling in the area of the Edith Williams School. R/ further stated that he heard an ambulance coming his way. R/ stated that he pulled to the side of the road. R/ continued to state that he saw when a pebble hit his windshield . R / stated that he later discovered that his windshield had a crack in it. R/ was advised to travel to the Roy Lester Schneider Hospital to investigate who operating the ambulance at the time if he is certain that the pebble came from the ambulance. R/ was further advised he can obtain a copy of this report from the Farrelly Justice Complex for insurance purposes if he so

Transition: When Students Walk Into Randolph School

When you walk into Randolph school, it’s very obvious how teachers give directions and perform transitions. Appropriate procedures during transitions start as early as when students walk to their classrooms. At the beginning of the school day, students gather in the gym, then they are expected to walk themselves to their classrooms in TAPS (total and perfect silence) and buckles (when their hands are folded in front of them). Every Monday and Wednesday I see students do this perfectly in the morning. Then students are also expected to walk like then whenever they are in the hallways during school. This way they are being safe and not distracting classrooms they pass by.

Statement Of Purpose: Tuacahn High School

I would like to briefly go over my high school situation, school accomplishments, and some of the qualities I feel that I have, to hopefully clarify and enhance my application. The high school that I have been to for the past three years is called Tuacahn High School for the Performing Arts. Because of its smaller size, there isn’t a large variety of classes similar to what you would find in an average public high school. This made it impossible for me to enroll in AP or IB classes. Also, the school only had a couple concurrent enrollment classes we could take without going to the local university. While the school lacked these types of certified classes, they still offered many good honors classes, and performing arts based classes in which

My Future: UMKC

After being mentored and mentoring new soccer referees it reminds me of a quote by  politician, John C. Crosby. He once said, “Mentoring is a brain to pick, an ear to listen, and a push in the right direction.” This is why I strive to help the youth find mentors that will be a strong role model and help them succeed. A degree from the University of Missouri - Kansas City (UMKC) will help me create connections, make a positive change, and build a mentoring program.

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The Future of Academic Freedom

By Jeannie Suk Gersen

On January 2nd, after months of turmoil around Harvard’s response to Hamas’s attack on Israel, and weeks of turmoil around accusations of plagiarism, Claudine Gay resigned as the university’s president. Any hope that this might relieve the outsized attention on Harvard proved to be illusory. The week after Gay stepped down, two congressional committees demanded documents and explanations from Harvard, on topics ranging from antisemitism, free speech, discrimination, and discipline, to admissions, donations, budgets, and legal settlements. Some at Harvard might say this is a crisis sparked by external forces: the government, donors, and the public. But it developed long before Gay became president and won’t end with her fall. Over time, Harvard, like many other universities, has allowed the core academic mission of research, intellectual inquiry, and teaching to be subordinated to other values that, though important, should never have been allowed to work against it.

Sometime in the twenty-tens, it became common for students to speak of feeling unsafe when they heard things that offended them. I’ve been a law professor at Harvard since 2006. The first piece I wrote for The New Yorker , in 2014, was about students’ suggestions (then shocking to me) that rape law should not be taught in the criminal-law course, because debates involving arguments for defendants, in addition to the prosecution, caused distress. At the very least, some students said, nobody should be asked in class to argue a side with which they disagree. Since then, students have asked me to excuse them from discussing or being examined on guns, gang violence, domestic violence, the death penalty, L.G.B.T.Q. issues, police brutality, kidnapping, suicide, and abortion. I have declined, because I believe the most important skill I teach is the ability to have rigorous exchanges on difficult topics, but professors across the country have agreed to similar requests.

Over the years, I learned that students had repeatedly attempted to file complaints about my classes, saying that my requiring students to articulate, or to hear classmates make, arguments they might abhor—for example, Justice Antonin Scalia saying there is no constitutional right to same-sex intimacy—was unacceptable. The administration at my law school would not allow such complaints to move forward to investigations because of its firm view that academic freedom protects reasonable pedagogical choices. But colleagues at other schools within Harvard and elsewhere feared that their administrators were using concepts of discrimination or harassment to cover classroom discussions that make someone uncomfortable. These colleagues become more and more unwilling to facilitate conversations on controversial topics, believing that university administrators might not distinguish between challenging discussions and discrimination or harassment. Even an investigation that ended with no finding of wrongdoing could eat up a year of one’s professional life and cost thousands of dollars in legal bills. (A spokesperson for Harvard University declined to comment for this story.)

The seeping of D.E.I. programs into many aspects of university life in the past decade would seem a ready-made explanation for how we got to such a point. Danielle Allen, a political philosopher and my Harvard colleague, co-chaired the university’s Presidential Task Force on Inclusion and Belonging, which produced a report, in 2018, that aimed to counter the idea that principles of D.E.I. and of academic freedom are in opposition, and put forward a vision in which both are “necessary to the pursuit of truth.” Like Allen, I consider the diversity of thought that derives from the inclusion of people of different experiences, backgrounds, and identities to be vital to an intellectual community and to democracy. But, as she observed last month in the Washington Post , “across the country, DEI bureaucracies have been responsible for numerous assaults on common sense.” Allen continued, “Somehow the racial reckoning of 2020 lost sight of that core goal of a culture of mutual respect with human dignity at the center. A shaming culture was embraced instead.”

Last year, students at Harvard’s public-health school discovered that Tyler VanderWeele, an epidemiology professor and a Catholic, had signed on to an amicus brief in the Supreme Court in 2015, arguing that the Constitution does not contain a federal right to same-sex marriage and that the issue should be decided by the states—a view similar to that of President Barack Obama until 2012. After some students called for VanderWeele’s firing or removal from teaching a required course, administrative leaders at the school e-mailed parts of the community explaining that it seeks “to nurture a culture of inclusion, equity, and belonging,” that everyone has a right to express their views, even though free expression “can cause deep hurt, undermine the culture of belonging, and make other members of the community feel less free and less safe.” In light of the harm and betrayal students reported because of VanderWeele’s views, the school hosted more than a dozen restorative “circle dialogue” sessions, “for people to process, share, and collectively move forward from the current place of pain.” (A spokesperson for the School of Public Health pointed out that students exercised free-speech rights when they demanded VanderWeele’s firing and said that the administration never considered disciplinary action against him.)

In 2021, Carole Hooven, a longtime Harvard lecturer on human evolutionary biology who wrote a well-reviewed book about testosterone, stated in a Fox News interview, “The facts are that there are in fact two sexes . . . male and female, and those sexes are designated by the kind of gametes we produce.” She added that “understanding the facts about biology doesn’t prevent us from treating people with respect,” and that we can “respect their gender identities and use their preferred pronouns.” The director of her department’s Diversity and Inclusion task force, a graduate student, denounced Hooven’s remarks, in a tweet, as “transphobic and harmful.” A cascade of shunning and condemnation ensued, including a petition, authored by graduate students, which implied that Hooven was a threat to student safety. Graduate students also refused to serve as teaching assistants for her previously popular course on hormones, making it difficult for her to keep teaching it. Hooven found it untenable to remain in her job, and she retired from the department.

Students across the political spectrum, but largely liberals, have told me that they felt it would be foolish to volunteer their opinions in class discussions, or even that they routinely lied about their views when asked. These self-censorious habits became even more conscious with the rise of the #MeToo and Black Lives Matter movements, such that a large range of political remarks—questioning abortion rights, calling a fetus an “unborn child,” doubting the fairness of affirmative action, praising “color-blindness,” or asking who should compete in women’s sports—could be perceived as being on a continuum of bigotry. In this climate, it became increasingly difficult to elicit robust discussions because students were so scared of one another.

In 2021, feeling that the environment for open inquiry was dire, I helped form the Academic Freedom Alliance, a national organization that supports faculty who are threatened with penalties for their exercise of academic freedom. It defends the freedom of thought and expression in research, writing, teaching, and “extramural speech,” and provides funds for the legal defense of faculty who face official reprisals. The people whose rights we’ve defended have usually expressed views that I happen to find objectionable and even offensive. For example, the University of Pennsylvania law professor Amy Wax wrote that “the United States is better off with fewer Asians” and, on a podcast, suggested that “the spirit of liberty” may not “beat in their breast.” I wished she hadn’t said that, but I held my nose and defended her right not to be fired or otherwise punished, which many at Penn demanded.

A year ago, I became a co-president of a new group, the Council on Academic Freedom, founded to promote “free inquiry, intellectual diversity, and civil discourse” at Harvard. That summer, Gay took office as Harvard’s president, and the group’s leaders soon met with her to press the case that academic freedom desperately needed her attention. In her inaugural speech, in September, Gay acknowledged Harvard’s “long history of exclusion” and “the weight and honor of being a ‘first,’ ” as its first Black president. I was very relieved when she also pointedly said that the goal of intellectual inquiry is knowledge, “not comfort.” She stated, “We serve that purpose best when we commit to open inquiry and freedom of expression as foundational values of our academic community. Our individual and collective capacity for discovery depends on our willingness to debate ideas; to expose and reconsider assumptions; to marshal facts and evidence; to talk and to listen with care and humility, and with the goal of deeper understanding and as seekers of truth.” At that time, Gay’s emphasis on free speech was at odds with the prevailing tone on campus, but she was known as a supporter of D.E.I., which dampened the risk of her words being seen as reactionary or insensitive.

The events of October 7th—and an open letter issued that day with signatures from more than thirty Harvard student groups, holding “the Israeli regime entirely responsible for all unfolding violence”—changed the terms of the academic-freedom debate. In a state of horror that fell over many people following October 7th, I was among thousands who signed a Harvard Hillel letter “unequivocally” standing “behind Israel and the Jewish people.” It called on the student groups to retract the “completely wrong and deeply offensive” letter, and on Harvard’s administration to condemn Hamas’s terror attacks, saying that the “failure to denounce these atrocities unequivocally is a moral stain on the university and its leadership.” In the following weeks, hundreds of students marched through the campus chanting slogans such as “From the river to the sea, Palestine will be free,” and some protests disrupted classes and events. Students affiliated with Harvard Jews for Palestine occupied University Hall, which houses administrative offices, and which Vietnam War protesters also occupied in 1969. (The Crimson reported that multiple students were facing discipline for disruptions and the building occupation.) As members of the Harvard academic-freedom council feverishly shared their thoughts on our Listserv, I saw a number of faculty—who’d signed up for an organization devoted to the idea that speech that some considered offensive should be protected—endorse the view that the anti-Israel expression we were seeing was antisemitic, and should be treated not as free speech but as harassment, threats, or incitements to violence and declared beyond the pale.

The two sides had effectively flipped: activist students, whose politics overlapped with principles of D.E.I., were engaged in speech that some faculty members, who were supportive of academic freedom, now wanted the university to treat as harmful. As large video screens on a truck in Harvard Square, sent by the right-wing media company Accuracy in Media, displayed names and faces of students and labelled them “Harvard’s Leading Antisemites,” some in my faculty academic-freedom council did not want its début to be speaking on those students’ behalf. Perhaps faculty members reasoned that the exposure was a form of harsh criticism that might be expected as a consequence of provocative speech. I was increasingly concerned about the students’ safety and about my own responsibility to stand up for their academic freedom. By then, it had dawned on me that my signature on a letter calling on the university to condemn the attack in Israel, in a moment when students were being criticized for political speech against Israel, was implicitly—or not so implicitly—urging the university to denounce its own students.

In response to calls to punish the students, Gay said, “Our University embraces a commitment to free expression. That commitment extends even to views that many of us find objectionable, even outrageous. We do not punish or sanction people for expressing such views.” This is what a university president should say. But, to many who believed that Gay would have condemned speech that offended Black or transgender people, the invocation of free speech was an outrageous permission to offend Jews, exceptionally, at Harvard. (She later did condemn the phrase “from the river to the sea.”) A lawsuit filed earlier this month, claiming that Harvard “has become a bastion of rampant anti-Jewish hatred and harassment,” accuses the university of deliberate indifference to antisemitism, in violation of Title VI, which prohibits institutions that receive federal funding from discriminating “on the ground of race, color, or national origin.” The plaintiffs, a group of Jewish students, want a court to force Harvard to, among other things, suspend or expel students and fire employees for engaging in “antisemitic discrimination and abuse.” Resting on the assertion that “anti-Zionism is antisemitism,” the complaint describes a series of events that allegedly demonstrate that Harvard is hostile to Jews, mostly because it tolerates anti-Zionist speech.

The lawsuit claims, among other things, that Harvard should enforce its own harassment-and-bullying policies to discipline people. Understandably, many people believe that broad definitions of harassment and bullying prevail at Harvard. Yet most of the lawsuit’s descriptions of student protests, even the disruptive ones, do not appear to satisfy Harvard’s current definitions of discriminatory harassment or bullying, especially because the policies are supposed to be interpreted in light of the university’s commitment to academic freedom. The lawsuit describes a Jewish Israeli student being physically surrounded by protesters; the incident was captured in a viral video and is being investigated by law enforcement as a crime. That aside, the lawsuit appears less likely to succeed under federal anti-discrimination law, which makes it exceedingly difficult to prove an institution’s intentional discrimination, than to help move the Overton window on what can acceptably be said at a university about Israel and Palestine. (A pressure campaign against Derek Penslar, a highly respected professor of Jewish history, appears to have a similar goal. Penslar was recently appointed as co-chair of a new Harvard task force on antisemitism. Prominent critics objected, such as the former Harvard president Larry Summers, who called on Penslar to resign from the role, because of his past comments, which include the use of the word “apartheid” to describe Israel’s treatment of Palestinians.)

One reason that the disciplinary policies are drawn narrowly is so they won’t curtail the exchange of ideas on controversial matters. When Gay was asked by the congresswoman Elise Stefanik at a hearing in December whether “calling for the genocide of Jews” violates Harvard’s policies on harassment and bullying, Gay answered that it can, “depending on the context.” That outraged many people, because there should be no context in which a call for genocide is allowed. Gay could, indeed, have said that calls for genocide are unacceptable. And, as Harvard’s leader, Gay could also have educated Congress and the public about why a university that is devoted to open inquiry must have disciplinary policies that rarely treat offensive slogans or viewpoints as tantamount to actual “calls for genocide,” and even be wary of punishing “hate speech,” which in the U.S. is also constitutionally protected. Imagine if a university had a code of conduct under which expression of the viewpoint “the State of Israel should not exist,” or “Israel’s killing of Palestinians in Gaza is justified,” or, for that matter, “George Floyd’s death had nothing to do with race,” was punishable, rather than merely subject to sharp criticism by those who disagree or feel offended. The treatment of such controversial viewpoints as discrimination, harassment, or bullying would make any semblance of open inquiry on those topics impossible.

In response to congressional demands that Gay be fired following her testimony, I was one of more than seven hundred faculty who signed a letter to the Harvard Corporation, the university’s governing body, urging it to “resist political pressures that are at odds with Harvard’s commitment to academic freedom” and not fire her. The Corporation did, at first, back Gay. What her embattled leadership couldn’t survive in the end was the drip-drip of plagiarism accusations, which allowed the public to question whether academic standards were relaxed for Gay in her rise to the presidency. Having taken office just as Harvard was defeated in the Supreme Court case that eliminated race-based affirmative action in university admissions, she became the university’s first Black president at a moment of predictably gleeful bashing of diversity . And, as the first, she was inevitably going to be associated with affirmative action, as if her presidency were a holdover of a system that was now legally discredited. Gay was the perfect avatar for universities’ alleged abandonment of excellence and meritocracy in favor of efforts to promote diversity in élite institutions. Add to this brew the accusations of antisemitism and plagiarism, and her resignation seemed overdetermined. I don’t doubt that, as she wrote in the Times , her “inbox has been flooded with invective, including death threats,” and that she “has been called the N-word more times than I care to count.”

In her resignation letter, Gay wrote that, going forward, she hoped that the university “can navigate this moment of extraordinary challenge with a focus on the institution rather than any individual.” Congress’s continuing scrutiny of Harvard will surely bring proposals for institutional change. The House Committee on Education and the Workforce is investigating Harvard’s “response to antisemitism and its failure to protect Jewish students.” The House Committee on Ways and Means wrote to the current presidents of Harvard, M.I.T., the University of Pennsylvania, and Cornell that, “given the disappointing and lackluster responses by your respective universities to Hamas’ attacks and your subsequent failure to adequately protect Jewish students from discrimination and harassment,” the schools’ nonprofit, tax-exempt status may be at risk—which puts at stake billions of dollars. The committee, dominated by Republicans, juxtaposed the alleged inaction regarding antisemitism with Harvard’s alleged warning to students in a Title IX training that failing to use classmates’ preferred pronouns could constitute harassment, disinvitation of a feminist philosopher for comments on transgender issues, choice not to renew the contract of an instructor who had invited Charles Murray to speak in class, and request that students remove from their dormitory window an American flag printed with an image of a saluting, bikini-clad Nicki Minaj. The point was that Harvard has no credibility in invoking free speech because it has stifled other speech it considers discriminatory.

To demonstrate that it is against antisemitism, Harvard may face pressure to expand its definitions of discrimination, harassment, and bullying, so as to stifle more speech that is deemed offensive. In order to resist such pressures, the university needs to acknowledge that it has allowed a culture of censoriousness to develop, recommit itself to academic freedom and free speech, and rethink D.E.I. in a way that prizes the diversity of viewpoints. Though some argue that D.E.I. has enabled a surge in antisemitism, it is the pervasive influence of D.E.I. sensibilities that makes plausible the claim that universities should always treat anti-Zionist speech as antisemitism, much in the way that some have claimed that criticizing aspects of the Black Lives Matter movement—or even D.E.I. itself—is always discrimination. The post-Gay crisis has created a crossroads, where universities will be tempted to discipline objectionable speech in order to demonstrate that they are dedicated to rooting out antisemitism and Islamophobia, too. Unless we conscientiously and mindfully pull away from that path, academic freedom—which is essential to fulfilling a university’s purpose—will meet its destruction. ♦

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What Students Are Saying About Tech in the Classroom

Does technology help students be more organized, efficient and prepared for the future? Or is it just a distraction?

By The Learning Network

Is there a problem with screens in schools?

We invited students to weigh in on that question in our Picture Prompt Tech in the Classroom , which was based on an Opinion essay arguing that we should “get tech out of the classroom before it’s too late.”

Is there too much tech in your school day? — we asked students. Would you prefer more screen-free time while you are learning, or even during lunch or free periods?

Below, they share the good, the bad and the ugly about technology use in school.

Thank you to everyone who participated in the conversation on our writing prompts this week!

Please note: Student comments have been lightly edited for length.

Some students saw the value of technology in schools, including its ability to prepare students for the future.

I believe that technology in the classroom is a good thing when it is properly moderated. I think completely taking away screens from a student will not help them develop computer skills which they will most likely need in a world like ours, where most of everything is online. Sometimes phones cannot get the job done, and computers will be needed. If schools completely remove devices from the curriculum, then students will be completely clueless when they take classes involving a computer. Too much screen time can be bad for the student, but if it is well moderated, then screen time won’t be an issue.

— Saheed, GMS

I personally do not mind the amount of technology in the classroom. I personally find typing to be a lot easier instead of writing. On top of that, this amount of technology is used in adults’ day to day lives, too. Writing has become less and less relevant for everyone, because most jobs require a computer nowadays. So I think it’s actually better to have the amount of technology we do in the classroom.

— Timothy, Greenbelt Middle

They said, even though there might be down sides, the good outweighs the bad.

Screens in the classroom allows students to complete work in a more organized manner and use online resources to help them learn. It helps teachers to be able to make sure students turn work in before a certain time. However, having screens in the classroom raises students overall screen time which is bad for their eye health and sleep.

— Emily, Greenbelt Middle

I believe that computers should definitely be used at school because it has more pros than cons. They help with everything. The only problem with them is the people using them. The people using them are often misusing them and not charging them.

— Deegan, California

And they argued that tech is so entrenched in the student experience that taking it away would cause a lot of disruption.

There are no problems with screens in school. I believe without screens, school would be much less productive, produce so much waste of paper, and assignments would be lost a lot. Also when I have paper homework, which is almost never, almost every time I get it I forget because everything is on the iPad. This is important because if there is any change in the iPads we use, it’ll affect everyone drastically. Also it would just be really annoying to get used to a whole new thing.

— August, GBW

But another contingent of students said, “There is definitely a problem with screens in school.” They called them a distraction.

There is definitely a problem with screens in school. While regular technology use in school is highly efficient and much more convenient than using textbooks and paper, I still feel like using technology as the main method for learning is detrimental. There are plenty of students in my classes who are hiding behind their iPads to play games or go on their phones rather than utilizing their technology to enhance their learning experience. So in turn, I think we need to minimize (but not completely take away) the prominence of tech in our classrooms. This matters because it’s so important for students to learn how to completely pay attention and focus in on one task so that they are prepared for the moments in life where they don’t get the opportunity to look at their phone if they’re bored or to text their friends. Trust me, this may seem like I’m one hundred percent anti-phones but the truth is I love my phone and am somewhat addicted to it, so I realize that it’s a major distraction for myself in the classroom. Moreover, staring at an iPad screen for 7 hours a day puts significant strain on our eyes, so for the sake of our health and our attention spans, we need to minimize tech use in school.

— Mary, Glenbard West High School

Tech inside classrooms has had many positive effects and many negative effects. Without technology, it would take forever to find sources/information and it would also take ages to do complex things. With technology, people can easily find information and they can easily do many things but the big downside is that they can easily just search up games and get distracted. On one side, it has provided many different changes to students so they can learn in a fun and entertaining way but in another, people are mostly on their phones scrolling through YouTube or Instagram. Many people don’t have control over their body and have a big urge to go on their cellphones.

— Srikanth, Greenbelt Middle School

In my opinion, yes there is a problem with screens in schools. It distracts kids from focusing on their work. Many students are always on their phone during class, and it is disrespectful as well as sad for them. They will not be able to learn the material that is being taught. Personally, I think that screens should be reduced in class, but I do not think that is possible. Whenever a teacher takes away someone’s phone, they get very mad and say that it is their right to have their phone. In these cases it is very confusing on how to act for the teacher!

— Kadambari, gms

Some reported that their peers use technology to cheat.

It might be a problem depending on what people are doing. If it is used for school, like typing an essay, working on homework, or checking your grades it’s okay, but I know people who abuse this privilege. They go onto YouTube and watch things, listen to music when they aren’t supposed to, and play games. Many people cheat to the point where it takes forever to start a test because people don’t close out their tabs. It helps to be able to do these ‘Quick Writes’ as we call them in my ELA class because I can write faster (I know it’s called typing). It’s harder to access things because of the restriction because people mess around so they block so many useful websites and words from our computer. I like to type on the computer, but I feel people abuse this privilege too much.

— Nina, California

When the teachers assign tests on computers, sometimes teachers have to lock students’ screens to make sure they’re not cheating. Sometimes they do it on paper and they try to cheat while hiding their phones in their laps. And then if another student sees them doing that, they will tell and the student who would have the phone out could start a big argument.

— Taylor, Huntington Beach

Several lamented the sheer number of hours teenagers spend in front of screens.

I feel that we have become too comfortable with using screens for nearly every lesson in school, because it has gotten to the point where we are spending upwards of 4 hours on our laptops in school alone. I understand that it would be hard to switch back to using journals and worksheets, but it would be very beneficial for kids if we did.

— Chase, school

I think we should reduce the tech a little just because most students are going straight to screens when they get home, after a full day of screens … Although I know this would be very difficult to do because everything in the world now seems to go online.

— Jaydin, California

And they even worried about their handwriting in a world full of typing.

I think technology in a class is very helpful, but I think that we should incorporate more writing. Since the pandemic, most of the work has been online and it never gave students the opportunity to write as much. When we came back from lockdown, I almost forgot how to write with a pencil. My handwriting was very different. And now we don’t get much time to write with our hands so I think we should have fewer screens.

— Eric, Greenbelt

Some students said that less time spent on screens in school would give them a break from the always-on digital culture they live in.

Although typing is useful and using the internet is very useful, I think we should go back to how it was about 20-40 years ago when all people used the computer for was to type an essay. Drama didn’t get spread in a millisecond, we didn’t have to worry as much about stereotypes. Now all kids want to do is text each other and watch videos. I’m well aware that I have fallen into this trap and I want out, but our lives revolve around technology. You can’t get away from it. I know this is about schools not using technology, which the world without it would be impossible now, but life would be so much simpler again.

— Ivy, Huntington Beach, CA

I will say that my phone is usually always with me during school hours, but I don’t use it all the time. I may check the time or play a short game as a brain break. But I do see some people absolutely glued to their phones during class time, and it’s honestly embarrassing. You really can’t go without your phone for an hour?? It’s almost like an addiction at this point. I understand using your phone to quickly distract yourself; I do it too. And I also think it’s okay to have your phone/electronic during lunch time or free periods. But using it to the point that you can’t properly pay attention in class is just embarrassing. So, in summary, I do think that schools are having a problem with screens.

— Allison, Greenbelt Middle School

And they named classes in which they think screens do and do not have a place.

I feel like for classes for younger kids, technology is definitely not good. Kids should be playing, using their hands, and actually experiencing things instead of being on tablets in kindergarten. I think using computers in school is good though. It’s a lot more efficient, and we live in a society where fast and efficient things are the trend.

— sarah, maryland

I think screens have their place, and will always have their place, in schools and education. The capabilities of computers will always surpass anything else, and they should not be banned from school environments. Still, I have one exception: English class. Other than final drafts of essays, everything in English should be on paper. You can formulate ideas better and minimize outside influence on your thinking.

— Addie, The Potomac School

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Examples of Scholarship Essays for the “Career Goals” Question

Emily Wong is a writer at Scholarships360. She’s worked as a social media manager and a content writer at several different startups, where she covered various topics including business, tech, job recruitment, and education. Emily grew up and went to school in the Chicago suburbs, where she studied economics and journalism at Northwestern University.

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Maria Geiger is Director of Content at Scholarships360. She is a former online educational technology instructor and adjunct writing instructor. In addition to education reform, Maria’s interests include viewpoint diversity, blended/flipped learning, digital communication, and integrating media/web tools into the curriculum to better facilitate student engagement. Maria earned both a B.A. and an M.A. in English Literature from Monmouth University, an M. Ed. in Education from Monmouth University, and a Virtual Online Teaching Certificate (VOLT) from the University of Pennsylvania.

Writing an essay is often the trickiest part of the scholarship application, not to mention the most time-consuming. However, the essay section also allows room for creativity and individuality. If you can communicate effectively, you can use the essay portion to stand out from the crowd. Let’s go over some tips for writing, as well as a couple of scholarship essay examples about career goals.

How to write a scholarship essay 

At this point, you’ve probably gained plenty of experience writing papers for school. However, it may still take a couple of tries to nail the scholarship essay. Since scholarship teams often have to get through a lot of applications, it’s important to stand out while staying concise. Here are some simple guidelines for writing scholarship essays.

See also: How to write a winning scholarship essay (with examples!)

Take five minutes to brainstorm

Before you even start your essay, take some time to gather your thoughts. Think about what you’ll want the paper to focus on. Why did you choose to pursue your career path in the first place? Where do you want to be in five years? How would this scholarship help you further your studies and work toward your goals?

Once you’ve jotted down a few ideas, choose one or two to center your essay on. Identifying the focus of your paper, it’ll make it easier to keep your thoughts organized. In turn, it’ll make it easier for the reader to follow.

Related : How to start a scholarship essay (with examples!)

Stay within the word limit

Unlike the four-page essays that you may have written in English class, scholarship essays are often only a paragraph or two. In order to respect the selection committee’s time, be wary of going too far about the specified word count. A general rule of thumb is to stay within 20 words above or below the limit. That may entail a few rounds of edits to get the wording just right.

Stay positive!

Feel free to use part of your essay to talk about your life’s challenges. After all, the selection committee often wants to give the award to a candidate who needs it. However, make sure your anecdote doesn’t devolve into a sob story. If you’re going to bring up hardships you’ve endured, try to balance it by talking about how you’ve overcome them. By demonstrating resilience, you can show readers how you would use the scholarship to succeed in your current situation.

Leave time to proofread

Especially for a short scholarship essay, proofreading can take as little as 5-10 minutes. Still, it can be tempting to just hit “submit” after your first draft. However, being too impulsive can leave your essay riddled with typos and grammatical errors.

Try to avoid unnecessary mistakes by finishing your draft at least 24 hours before the scholarship deadline. That way, you can proofread it with fresh eyes before you submit it.

If you’re struggling to close out your essay, read how to end a scholarship essay in five steps .

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How to write a 100-word “career goals” essay.

When writing a 100-word essay, you’ll have to choose your content carefully. Since space is limited, you’ll want to identify the most important details to include beforehand.

First and foremost, make sure to clearly communicate your current pursuits. Talk about your academic and extracurricular activities related to your career goals. Additionally, it’s important to be specific about what you plan to do in the future. Then, if you have extra room, you can talk about how the scholarship will help you reach your goals.

My name is Alison MacBride, and I’m a sophomore at the University of Illinois. I’m currently pursuing a major in Journalism with a minor in Natural Resource Conservation. After completing my program, I plan to combine my areas of interest to become an environmental journalist.

During high school, I volunteered at an eco-conscious farm, where I learned about how our actions affect the earth. Since then, I’ve been set on raising awareness for the environment. This scholarship would go a long way in helping me finish my degree with the skills I need to investigate and report about critical issues.

Word count: 100

How to write a 250-word “career goals” essay

For the 250-word essay, you can go into more detail. Give the readers some context by talking about how you first got interested in your chosen career. Storytelling can be especially effective in engaging your audience. Try to capture their attention by choosing one or two concrete examples and relaying them vividly.

Additionally, you can spend more time talking about the scholarship and how it’ll make a difference in your studies. Go into more detail about how and why you need the award, but remember to keep it positive! For more help, check out how to write a 250 word essay . 

I first decided that I wanted to pursue a career in environmentalism in early high school. The summer after my freshman year, I joined a volunteer program at an eco-conscious farm in my community. In addition to helping out with the operations, I learned about current environmental issues related to farming and other consumer industries.

After learning about the agricultural industry’s impact on the planet, I was inspired to make a difference. The next year, I started a monthly earth magazine at my high school in which we broke down environmental issues and offered tips on how to be more eco-friendly. When I started college, I founded an on-campus publication with the same mission.

In recent years, I’ve been troubled to see how some media outlets downplay the gravity of issues like climate change and deforestation. I’ve admired reporters who publish trustworthy and comprehensible information about environmental issues, and I aim to follow in their footsteps.

When I entered college, I was initially concerned that I wouldn’t have enough money to finish my degree. Fortunately, I’ve been able to cover most of my tuition using merit scholarships and paychecks from my part-time job on campus. Receiving this scholarship would allow me more time to focus on acing my classes and pursuing environmental advocacy work on campus.

Word count: 261

Final thoughts

Planning is essential in making your “career goals” essay clear and concise. Hopefully, these scholarship essay examples about career goals can be your guide to writing a scholarship-winning essay. Good luck!

Additional resources

Maybe you need to write a longer scholarship essay? We can help with our writing a 500 word essay guide ! Be prepared and learn how to write essays about yourself and how to craft an impressive personal statement . Learn the differences between a personal statement and a statement of purpose as the terms might come up on college websites. If you haven’t decided on a college already, check out our guide on how to choose a college . No matter where you are in your educational journey, make sure that you apply for all the scholarships you qualify for!

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How Will School Of The Future Look Like

In future, I believe, pupils will spend less time in the classrooms reading information in their books. Everything will be different. For example, they will study biology in close connection with the nature, in woods and fields. You will have possibility to see live each animal or plant species and at the same time you will listen to the theoretical material about them.

Foreign languages will be studied in the countries where people speak these languages. Pupils under the guidance of their teacher will visit England, for example, and during six months communicating with the British, they will learn English faster and easier. It would be great if geography studied in the same way! If we imagine that super high-speed transport is already created, so during even one lesson we could visit a couple of continents.

In addition at the school of the future it will be possible to choose your own studying course. If you tend to languages and literature, you choose humanities, if you like math and physics more you choose mathematics and so on. It will help pupils to develop their abilities and choose their future profession.

Marks, I guess, will be canceled at all, and evaluation system will have other form. Pupils will not just learn studying material and solve the same tasks, they will also do scientific and creative tasks, and then they will share their results on special conferences. Teachers will help and support them, but in the main there will be more individual work.

Everyone, I believe, will like such a school. It will be interesting to study, there will not be need to persuade or make someone want to study. No one will miss the classes, because they are boring, pupils will go to school with a huge desire to learn something new. I hope that real school of the future will be even better than we can imagine.

What the school of future will look like

Traditional classes when teacher sits at the table and shares his or hers knowledge with the students will definitely change. What will the school look like in 10 years? Let’s see what Alain Sotto and Varinia Oberto think about this (extracts from the book “ Donner l'envie d'apprendre ”).

School as it is now has to go through great changes, because there is a huge difference between what school should be according to our mind and what it is today. This school is unfair towards the weakest pupils, whose level constantly decreases, and also good pupils whom school is unable to give more knowledge and more opportunities for self-development. Tradition classes when teacher sits at the table and shares his or hers knowledge with the pupils should disappear or change radically.

Today educational system does no longer responds the demands of the time: there are more cultural and social individuals among the pupils, whose level and expectations differ more and more. But the problem is that the system is “homogeneous” and is not able to stimulate their inner development.

As a result of different pedagogical systems fighting and the spread of computer technologies and Internet, traditional school is deadlocked or is just facing turning point and getting ready to the future changes. The existing innovations and tries to bring new meaning to the educational process now give us an idea what school of the future will be. Such a school will empathize with pupil. Pupils will feel comfortable there. The teachers will appreciate them and tend to develop their talents. “Different” will no longer mean “bad” or “weak”. The base of the pupil groups will be cooperation, care, willingness to listen to others, responsibility.

At such a schools child’s abilities, personal features and his own goals will be recognized. Children will be taught to evaluate themselves correctly, to think and to find ways to success in life.

For a teacher it will be important to find the balance between information transfer to pupils and role of the guider on the way of knowledge searching.

Pupils development will be based on the success concept that will include not only marks. In new school no one will wait fast results. Success will become synonym of personal goals, self-control, abilities to get over yourself.

Since information technology plays a key role, a teacher will tend to direct pupil in such a way that his or hers experience, communication and search in the network and Internet will be not the main goal but means of independent thinking development.

Finally, this school will resist the tendency to give knowledge according to the market demands only. If the school allows to get necessary pack of knowledge and skills, thus it will make the mind free. It will be eager to give real education, real knowledge that forms step by step. New school will take care of the person’s intellectual wealth.

Golden rules

• Develop independence and aspiration to work.
• Define what can and what can not be discussed.
• Develop curiosity and interest for studying.
• Cultivate culture.
• Encourage questions.
• Encourage personal features.
• Develop critical thought.
• Create conditions for collective and personal work.
• Be attentive to child’s life and studying.
• Suggest the child possible variants of the future.

Some differences between modern and future school

Computers. Of course every school will be computerized and in a very short period of time. But only elder pupils will have computer classes, because if children from the very beginning use computers only, they will not learn how to write.

Grades. Evaluation system will be more extended. Probably, there will be 100-point grade system, because the more grades exist, the easier it is for pupils to study, for teachers to teach and for parents to follow their children success. Plus, computers and Internet will replace paper documents.

Interior. Most of schools do not look attractive at all: grey walls and floor, desks and chairs. Today schools become more and more comfortable and well-equipped. So likely in the nearest future the saying “school is my second home” will be absolutely justified. There will be bright wallpapers instead of grey walls, soft and comfortable couches and armchairs everywhere. So let’s just hope that in the future children will be calmer and stop destroying everything around them.

Teachers and pupils. People without appropriate qualification will never teach at school. All the teachers will pass very thorough interview. What about pupils: as they were always different, they will stay different. Someone will study better, others will study not that well, someone will take part in sport competitions, others in scientific conferences and so on.

Entertainment . Already now many schools organize collective excursions, trips, walking tours etc. The number of such events will increase and they will become a part of school curriculum. In such a way the education quality will get better as well. Schools will also have different interest clubs and workshops, where children will have possibility to develop and master their nature talents and skills.

School of the future in Finland

In the Finnish city of Espoo children go to the most unusual school in the world. This multifunctional complex that looks like museum of modern art more than educational establishment was projected 3 years ago by the architecture company VERSTAS Architects. Except the junior and secondary schools there is theatre hall, library , dining room, youth palace and gym.

Creating the school designers decided to change the traditional division into classes. The educational process takes place in relaxing atmosphere where pupils may choose any place they like and talk to each other during the classes. The main emphasis is made on culture, art and physical abilities.

At this school classes are collective team-project work. There is a laptop connected to local network instead of the traditional blackboard.

All the participants of educational process meet in the dinning room, which during the holidays and concerts turn into big auditorium.

School yard is divided into sections for different age groups.

In the evening everyone who lives the neighborhood may visit activity centre of gym.

Decorating the rooms architectures used environmentally friendly materials. Every class has its room painted in different colour, so that children do not get lost in the halls.

There is no fence or security guards in the school yard. For security reasons there are video cameras only. Besides there are large wide windows facing the street.

According to the designers’ view such a school projection contributes to learning improve of the pupils and to stress reducing. Moreover, it improves the social situation in the neighborhood, because it creates additional space for self-development in different spheres and for participation in interest clubs.

So in this essay about school of the future we tried to imagine what it can be. I am pretty sure that you have your own idea of how the future school will look like. Share your thoughts with us on Livecustomwriting.com . And remember that we are always ready to give you a hand in essay writing .

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Technology is such a ubiquitous part of modern life that it can often feel like a force of nature, a powerful tidal wave that users and consumers can ride but have little power to guide its direction. It doesn’t have to be that way.

Go to the web site to view the video.

Stanford scholars say that technological innovation is not an inevitable force that exercises power over us. Instead, in a new book, they seek to empower all of us to create a technological future that supports human flourishing and democratic values.

Rather than just accept the idea that the effects of technology are beyond our control, we must recognize the powerful role it plays in our everyday lives and decide what we want to do about it, said Rob Reich , Mehran Sahami and Jeremy Weinstein in their new book System Error: Where Big Tech Went Wrong and How We Can Reboot (Harper Collins, 2021). The book integrates each of the scholars’ unique perspectives – Reich as a philosopher, Sahami as a technologist and Weinstein as a policy expert and social scientist – to show how we can collectively shape a technological future that supports human flourishing and democratic values.

Reich, Sahami and Weinstein first came together in 2018 to teach the popular computer science class, CS 181: Computers, Ethics and Public Policy . Their class morphed into the course CS182: Ethics, Public Policy and Technological Change , which puts students into the role of the engineer, policymaker and philosopher to better understand the inescapable ethical dimensions of new technologies and their impact on society.

Now, building on the class materials and their experiences teaching the content both to Stanford students and professional engineers, the authors show readers how we can work together to address the negative impacts and unintended consequences of technology on our lives and in society.

“We need to change the very operating system of how technology products get developed, distributed and used by millions and even billions of people,” said Reich, a professor of political science in the School of Humanities and Sciences and faculty director of the McCoy Family Center for Ethics in Society . “The way we do that is to activate the agency not merely of builders of technology but of users and citizens as well.”

How technology amplifies values

Without a doubt, there are many advantages of having technology in our lives. But instead of blindly celebrating or critiquing it, the scholars urge a debate about the unintended consequences and harmful impacts that can unfold from these powerful new tools and platforms.

One way to examine technology’s effects is to explore how values become embedded in our devices. Every day, engineers and the tech companies they work for make decisions, often motivated by a desire for optimization and efficiency, about the products they develop. Their decisions often come with trade-offs – prioritizing one objective at the cost of another – that might not reflect other worthy objectives.

For instance, users are often drawn to sensational headlines, even if that content, known as “ clickbait ,” is not useful information or even truthful. Some platforms have used click-through rates as a metric to prioritize what content their users see. But in doing so, they are making a trade-off that values the click rather than the content of that click. As a result, this may lead to a less-informed society, the scholars warn.

“In recognizing that those are choices, it then opens up for us a sense that those are choices that could be made differently,” said Weinstein, a professor of political science in the School of Humanities & Sciences, who previously served as deputy to the U.S. ambassador to the United Nations and on the National Security Council Staff at the White House during the Obama administration.

Another example of embedded values in technology highlighted in the book is user privacy.

Legislation adopted in the 1990s, as the U.S. government sought to speed progress toward the information superhighway, enabled what the scholars call “a Wild West in Silicon Valley” that opened the door for companies to monetize the personal data they collect from users. With little regulation, digital platforms have been able to gather information about their users in a variety of ways, from what people read to whom they interact with to where they go. These are all details about people’s lives that they may consider incredibly personal, even confidential.

When data is gathered at scale, the potential loss of privacy gets dramatically amplified; it is no longer just an individual issue, but becomes a larger, social one as well, said Sahami, the James and Ellenor Chesebrough Professor in the School of Engineering and a former research scientist at Google.

“I might want to share some personal information with my friends, but if that information now becomes accessible by a large fraction of the planet who likewise have their information shared, it means that a large fraction of the planet doesn’t have privacy anymore,” said Sahami. “Thinking through these impacts early on, not when we get to a billion people, is one of the things that engineers need to understand when they build these technologies.”

Even though people can change some of their privacy settings to be more restrictive, these features can sometimes be difficult to find on the platforms. In other instances, users may not even be aware of the privacy they are giving away when they agree to a company’s terms of service or privacy policy, which often take the form of lengthy agreements filled with legalese.

“When you are going to have privacy settings in an application, it shouldn’t be buried five screens down where they are hard to find and hard to understand,” Sahami said. “It should be as a high-level, readily available process that says, ‘What is the privacy you care about? Let me explain it to you in a way that makes sense.’ ”

Others may decide to use more private and secure methods for communication, like encrypted messaging platforms such as WhatsApp or Signal. On these channels, only the sender and receiver can see what they share with one another – but issues can surface here as well.

By guaranteeing absolute privacy, the possibility for people working in intelligence to scan those messages for planned terrorist attacks, child sex trafficking or other incitements of violence is foreclosed. In this case, Reich said, engineers are prioritizing individual privacy over personal safety and national security, since the use of encryption can not only ensure private communication but can also allow for the undetected organization of criminal or terrorist activity.

“The balance that is struck in the technology company between trying to guarantee privacy while also trying to guarantee personal safety or national security is something that technologists are making on their own but the rest of us also have a stake in,” Reich said.

Others may decide to take further control over their privacy and refuse to use some digital platforms altogether. For example, there are increasing calls from tech critics that users should “delete Facebook.” But in today’s world where technology is so much a part of daily life, avoiding social apps and other digital platforms is not a realistic solution. It would be like addressing the hazards of automotive safety by asking people to just stop driving, the scholars said.

“As the pandemic most powerfully reminded us, you can’t go off the grid,” Weinstein said. “Our society is now hardwired to rely on new technologies, whether it’s the phone that you carry around, the computer that you use to produce your work, or the Zoom chats that are your way of interacting with your colleagues. Withdrawal from technology really isn’t an option for most people in the 21st century.”

Moreover, stepping back is not enough to remove oneself from Big Tech. For example, while a person may not have a presence on social media, they can still be affected by it, Sahami pointed out. “Just because you don’t use social media doesn’t mean that you are not still getting the downstream impacts of the misinformation that everyone else is getting,” he said.

Rebooting through regulatory changes

The scholars also urge a new approach to regulation. Just as there are rules of the road to make driving safer, new policies are needed to mitigate the harmful effects of technology.

While the European Union has passed the comprehensive General Data Protection Regulation (known as the GDPR) that requires organizations to safeguard their users’ data, there is no U.S. equivalent. States are trying to cobble their own legislation – like California’s recent Consumer Privacy Act – but it is not enough, the authors contend.

It’s up to all of us to make these changes, said Weinstein. Just as companies are complicit in some of the negative outcomes that have arisen, so is our government for permitting companies to behave as they do without a regulatory response.

“In saying that our democracy is complicit, it’s not only a critique of the politicians. It’s also a critique of all of us as citizens in not recognizing the power that we have as individuals, as voters, as active participants in society,” Weinstein said. “All of us have a stake in those outcomes and we have to harness democracy to make those decisions together.”

System Error: Where Big Tech Went Wrong and How We Can Reboot is available Sept. 7, 2021.

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Melissa De Witte, Stanford News Service: [email protected]

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Community Schools: Fostering Innovation and Transformation

• June 28, 2023
• Headlines , News

By: David Greenberg & Dr. Linh Dang

The challenges we face in today’s education landscape rarely have simple policy solutions. The youth mental health crisis, insufficient community and family engagement, and lack of access to early childhood learning are only a handful of the complex issues that require innovative strategies that extend beyond the school walls. Thanks to recent investments at the federal and state level, thousands of public schools are transforming into hubs that facilitate community-wide collaboration on these and other challenges by embracing a “community school” framework.

Community schools are not to be confused with traditional neighborhood schools. The community school model provides a mechanism for schools and communities to co-create a plan that addresses the unique priorities and vision of the local community. In many places, this means connecting classroom instruction to local issues to provide a real-world learning experience for students. Community schools develop strategic partnerships to support a range of services, like early childhood education, mental health support, academic tutoring, before and after school programming, mentorship, healthy meals and more to support students and communities from cradle to career. Community schools create the space for families, students, and community members to have a voice in decision-making, recognizing that education is a shared responsibility.

Evidence Based Success

Research shows a strong evidence base for community schools, including a RAND study conducted in New York City which demonstrated improved attendance and student achievement. An Albuquerque study shows a $7 Return on Investment for every $1 invested in a full-time community school coordinator salary. The research on community schools will continue to grow and strengthen practice as the model proliferates. Individual states have invested billions to expand community schools. At the federal level, the Full-Service Community School Grant Program (FSCS) awarded its highest number of awards last year, providing 42 schools, districts, local consortiums, and states with funding to expand the community school strategy to reach more students, families, and neighborhoods. This year, the federal government has allocated $150 million – the highest amount on record – to continue to grow the impact and reach more students.

A Closer Look at Community Schools

Stories of the community school strategy transforming public education are numerous and growing across a range of contexts , from rural and urban settings, elementary and secondary levels, and from statewide to local implementation.

In Kentucky, federal community school grant funds are expanding the state’s Family Resource and Youth Service Centers (FRYSCs). This innovative model is one of the nation’s largest school-based family support initiatives. FRYSCs are located at over 800 school sites in Kentucky where they help to remove barriers to student learning as well as support after-school care, family education, literacy services, and health referrals. The model has contributed to Kentucky having one of the smallest gaps between low-income students and the general student population in the country.

Meanwhile, in Alaska, FSCS funding is helping bring four Southeastern Alaskan school districts together with tribes, private sector entities, and nonprofit organizations to implement comprehensive systems that strengthen student and family cultural identity and support Social Emotional Learning in and out of classrooms. In other places around the country, FSCS grants are expanding community schools in middle and high schools so that students who benefitted in elementary school, like at Enos Garcia Elementary School in Taos, New Mexico , can continue experiencing the benefits as they transition schools.

Current Funding Opportunities

Schools, LEAs, and communities that are interested in the community school strategy have multiple paths available for funding. The Federal Fiscal Year 2023 Full-Service Community School Competition, which is providing $73.8 million in new funding for community schools across the country, was launched on June 7. Potential grantees will have until August 8 th  to submit an application. Details on the grant competition, along with webinars to support applicants, can be found here on the Full-Service Community School Grant Competition’s website .

In addition to the federal grant program, LEAs and schools can leverage a range of Title funds and pandemic relief funds to launch community schools, and this past January the White House released a toolkit to help leverage a variety of federal resources for the development and sustainability of community schools. The Community Schools Forward Task Force has also produced a tool to help with budgeting.

At a time when our national challenges seem so complex, the road ahead for public education seems clear – let’s more deeply invest in the wisdom of local communities through proven frameworks like community schools. The first step is to bring together a team of students, staff, families and community members to learn more about the community school strategy . 

David Greenberg is a Senior Policy Analyst at the National Education Association focusing on community school implementation. He co-leads the NEA Community School Implementation Institute and is a co-lead for the California Community Schools State Transformational Assistance Center, and formerly served as the Executive Director for the NEA-New Mexico Center for Community Schools.

Dr. Linh Dang is a Senior Policy Specialist within the Education Policy and Implementation Center at the National Education Association. Her portfolio covers policies and programs relating to a wide-range of public school options. She was previously an adjunct professor of education research, state legislative staffer, and a teacher leader in the San Francisco Unified School District.

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U.S. Department of Education

U.S. Department of Education Announces 161 Students to be Honored as 2024 U.S. Presidential Scholars

U.S. Secretary of Education Miguel Cardona today announced the 2024 U.S. Presidential Scholars, recognizing 161 high school seniors for their accomplishments in academics, the arts, and career and technical education fields.

“The 161 high school seniors selected for the 60th anniversary of the U.S. Presidential Scholars represent the best of our nation’s schools and inspire hope in the bright future of this country,” said U.S. Secretary of Education Miguel Cardona. “On behalf of President Biden, I am delighted to celebrate their accomplishments, and encourage these scholars to continue to aim high, lift up others, and embrace opportunities to lead.”

The  White House Commission on Presidential Scholars  selects scholars annually based on academic success, excellence in the arts and in technical education, through essays, school evaluations and transcripts, as well as a demonstrated commitment to community service and leadership.

Of the 3.7 million students expected to graduate from high school this year, more than 5,700 candidates qualified for the 2024 awards determined by outstanding performance on the College Board SAT or ACT exams or through nominations made by chief state school officers, other partner recognition organizations and  YoungArts , the National Foundation for the Advancement of Artists.

As directed by Presidential Executive Order, the 2024 U.S. Presidential Scholars are comprised of two students from each state, the District of Columbia and Puerto Rico, and U.S. families living abroad, as well as 15 chosen at-large, 20 scholars in the arts and 20 scholars in career and technical education. 

Created in 1964, the U.S. Presidential Scholars Program has honored over 8,200 of the nation's top-performing students. The program was expanded in 1979 to recognize students who demonstrate exceptional talent in the visual, literary and performing arts. In 2015, the program was again extended to recognize students who demonstrate ability and accomplishment in career and technical education fields. 2024 is the program’s 60th anniversary.

The Presidential Scholars Class of 2024 will be recognized for their outstanding achievement this summer with an online recognition program.

A complete list of 2024 U.S. Presidential Scholars follows and is also available at  http://www.ed.gov/psp .

Scholars for the U.S. Presidential Scholars Program May 2024

[*] Scholar for U.S. Presidential Scholar in Arts. [**] Scholar for U.S Presidential Scholar in Career and Technical Education.

Alabama AL - Manav Aggarwal, Huntsville - Randolph School AL - Samantha Si-Wai Chan, Madison - Bob Jones High School *AL - Nalin J. Reed, Trussville - Alabama School of Fine Arts

Alaska AK - Bentley D. Altman, Anchorage - Family Partnership Charter School  AK - Samantha J. Holler, Wasilla - Mat-Su Career and Tech Highschool

American Abroad AA - Anna E. Roth, Stuttgart - Stuttgart High School  AA - Henry Zhou, Beijing - Thacher School

Arizona AZ - Matteo N. Huish, Mesa - BASIS Mesa AZ - Sruti Peddi, Fountain Hills - BASIS Scottsdale Charter  AZ - Vivian M. Saavedra, Scottsdale - Chaparral High School

Arkansas AR - Collier DeClerk, Gentry - Bentonville West High School  AR - Ananya Uddanti, Little Rock - Central High School

California *CA - Edward Chen, Irvine - Orange County High School of the Arts *CA - Lauren Amy Cheng, Burlingame - Burlingame High School *CA - Brian Bowen Guan, Dublin - Dublin High School **CA - Jacob L. Hutchison Jr., Visalia - Redwood High School *CA - Ian Byul Kim, Glendale - Harvard-Westlake School  CA - Penelope L. Oliver, Folsom - Horizon Charter School **CA - Caitlyn Haein Park, Santa Clarita - Saugus High School *CA - Erin Park, Chino - Chino High School CA - Kyle Tianshi, San Diego - The Cambridge School

Colorado CO - Rachel E. Cooper, Centennial - Regis Jesuit High School-Girls Division  CO - Siddharth R. Nareddy, Westminster - Peak to Peak Charter School

Connecticut CT - Leigh M. Foran, Westport - Staples High School CT - Annika Fleur Emilia Mengwall, Darien - Darien High School  CT - Cy J. Pavlov, Trumbull - Trumbull High School

Delaware **DE - Anaum H. Allimulla, Newark - Newark Charter School  DE - Amanrai S. Kahlon, Hockessin - Sanford School **DE - Runyi Liu, Newark - Newark Charter School DE - Michelle Wang Mao, Newark - Cab Calloway School of the Arts High School

District of Columbia DC - Keya Krishna, Washington - Sidwell Friends School DC - Devan Tissington Lakshmanan Tatlow, Washington - School Without Walls

Florida *FL - Paola Beatrice Alvarez Ramirez, Miami - New World School of the Arts  FL - Sharanya Chatterjee, Orlando - Freedom High School *FL - Ale Fonseca, Miami - Miami Arts Studio 6-12 @ Zelda Glazer *FL - Niveah Desirea Glover, Jacksonville - Douglas Anderson School of the Arts  FL - Esperance J. Han, Ocala - North Marion High School FL - Joshua C. Martoma, Boca Raton - Pine Crest School

Georgia **GA - Han Shaun Lee, Alpharetta - Johns Creek High School  GA - Gordon E. Lichtstein, Decatur- Decatur High School **GA - Vineeth Sendilraj, Suwanee - Lambert High School GA - Joanna Yian Xiao, Richmond Hill - Richmond Hill High School

Hawaii HI - Maile-Lei Ji, Kamuela - Kealakehe High School  HI - Michael X. Kostecki, Honolulu - Iolani School HI - Ahryanna P. McGuirk, Kailua - Kalaheo High School

Idaho ID - Austin Jackson Giffen, Boise- Timberline High School  ID - Hayoon Lee, Boise- Timberline High School

Illinois IL - Intisar A. Alkhatib, Chicago - Lincoln Park High School IL - Pradyumn M. Bonu, Buffalo Grove - Adlai E. Stevenson High School IL - Ryan Y.P. He, Charleston- University of Illinois Laboratory High School  IL - Zuyu Liu, Palatine - Illinois Mathematics and Science Academy IL - Sai Peddainti, Naperville - Waubonsie Valley High School

Indiana IN- Nathaniel Glenn Bryan, Fort Wayne- Concordia Lutheran High School  IN- Claire H. He, Zionsville - Carmel High School

Iowa IA- Andrew Dong, Iowa City - West High School  IA- Sarah Park, Ames - Ames High School

Kansas KS - Ayaan Parikh, Wichita - Wichita Collegiate School  KS - Anahi Sanchez, Newton - Newton High School KS - Paranjay Sharma, Leawood- The Barstow School

Kentucky KY - Owen Matthew Borden, Fort Thomas - Highlands High School  KY - Sarah Elise Cauley, Murray - Murray High School KY - Jennifer Mi Nguyen, Grayson -The Craft Academy for Excellence in Science and Mathematics at Morehead State University *KY - Chase R. Phillips, Louisville - duPont Manual Magnet High School  KY - Joshua Zyzak, Lakeside Park - Beechwood High School

Louisiana LA - Kathy Hu, Baton Rouge - Episcopal High School LA - Brandon Lin, Baton Rouge - Baton Rouge Magnet High School

Maine ME - Isaac N. Kahn, Kennebunk- Kennebunk High School ME - Kylie Jade Thibodeau, Raymond - Gray New Gloucester High School

Maryland MD - Maximilian P. Belyantsev, North Potomac - Richard Montgomery High School  MD - Mingni L. Dong, Lutherville Timonium - Dulaney High School **MD - Minaal A. Khwaja, Salisbury - Wicomico High School MD - Angelina Xu, Boyds - Richard Montgomery High School

Massachusetts MA - Radhika Heda, Lexington - Lexington High School **MA - Sarah Jane Johansen, Tewksbury- Shawsheen Valley Vocational Technical High School  MA - Aryan Mago, Shrewsbury - Groton School

Michigan MI - Anish Jain, Auburn Hills - Avondale Senior High School  MI - Aanya Shah, Troy - Troy High School **MI - Olivia Jaden Stepnioski, Warren - Center Line High School

Minnesota MN - Philippa Jane Pflaum, Wayzata - Phillips Exeter Academy MN - Derrick Siu, Edina - Edina High School *MN - Ming Wei Yeoh, Chanhassen - Minnetonka High School

Mississippi MS - Noah Curtis Lee, Southaven - Mississippi School for Mathematics & Science  MS - Iris Jiani Xue, Southaven - Mississippi School for Mathematics & Science

Missouri **MO - Lynn Marie Dyer, Higginsville - Lafayette County C-1 High School MO - Shubha Gautam, Columbia - Columbia-Rock Bridge Senior High School  MO - Santosh Manikandan, Wentzville - Liberty High School

Montana MT - Ellis Walker-Keleher, Missoula - United World College East Africa (Arusha Campus)  MT - Grace M Wandler, Missoula - Hellgate High School

Nebraska NE - Mark M. Bausch, Omaha - Creighton Preparatory School  NE - Christina Xu, Lincoln - Lincoln East High School

Nevada NV - Samuel Z. Chen, Las Vegas - Clark High School NV - Beverly Y. Wang, Las Vegas - The Meadows School

New Hampshire **NH - Molly Fitzgerald DellaValla, Jackson- Homeschool NH - Deetya B. Nagri, Nashua - Nashua Senior High School South  NH - Prayag J. Patel, Auburn - The Derryfield School

New Jersey *NJ - Iris Hur, Paramus - Bergen County Academies *NJ - Gabrielle Liberman, Summit - Kent Place School NJ - Pranav Sitaraman, Edison - Middlesex County Academy for Science Math & Engineering *NJ - Nicholas Yoo, Ramsey- Delbarton School NJ - Selina S. Zhang, Annandale - North Hunterdon High School *NJ - Harmony Zhu, Cresskill - The Brearley School

New Mexico NM - Kayan A. Rivera-Graham, Albuquerque - Albuquerque Institute of Math and Science  NM - Aileen Adanma Ukwuoma, Albuquerque - Early College Academy NM - Karen Weijia Zhang, Albuquerque - Albuquerque Academy

New York *NY - Detola D. Badmus, Elmont - Fiorello H. Laguardia High School of Music and Art and Performing Arts  NY - Natasha Kulviwat, Jericho - Jericho Senior High School NY - Sheldon Y. Liu, New York - Stuyvesant High School NY - Elaine Wang, Garden City- Garden City Senior High School **NY - Ariana Amanda Watson, North Woodmere - Lawrence High School  NY - Thomas A. Wills II, Clay - Cicero-No Syracuse High School

North Carolina NC - Dishita Agarwal, Greensboro - The Early College at Guilford  NC - Jacob Elijah Chen, Waxhaw - Providence Day School

North Dakota ND - Hanson W. Du, Grand Forks - Grand Forks Central High School **ND - Teagan L. Erbele, Lehr - Napoleon High School  ND - Selena Wu, Grand Forks - Red River High School

Ohio OH - Chardon Javar Black, Jr., Cleveland - John Hay Senior High School OH - Annabella Clara Burton Boone, Delaware- Olentangy Berlin High School

Oklahoma OK - Jack David Carson, Tulsa - Booker T. Washington High School  OK - Ella Grace Newhouse, Tulsa - Cascia Hall Preparatory School

Oregon OR - Richard Z. Chen, Corvallis - Crescent Valley High School  OR - Stella C. Wang, Portland - Jesuit High School

Pennsylvania PA - Prithvi Vijay Narayanan, State College- State College Area High School  PA - Aneri Shethji, Sewickley - North Allegheny Senior High

Puerto Rico PR - Meghna A. Pramoda, Guaynabo- Baldwin School of Puerto Rico  PR - Owen Thomas Weber, Dorado - Tasis School in Dorado

Rhode Island RI - Margaret Catherine Lauder, Portsmouth - Portsmouth High School RI - Ryan Steven Lukowicz, North Kingstown- North Kingstown Senior High School

South Carolina SC - Anna Elizabeth Cully, Lexington- River Bluff High School SC - Michael Yi Lee, Mount Pleasant - Academic Magnet High School *SC - Jessie J. Leitzel, Mount Pleasant - Charleston County School of the Arts

South Dakota SD - Owen O. Burns, Brookings - Brookings High School **SD - Faith Genzlinger, Winfred - Howard High School SD - Camryn Jean Lounsbery, Brookings - Brookings High School

Tennessee TN - Avigail Laing, Knoxville - Bearden High School TN - Jonathan Aryan Mehrotra, Cordova - White Station High School

Texas TX - Isabelle Agarwal, Richardson- Richardson High School *TX - Patrick Christie Flanagan, Dallas - St. Mark's School of Texas  TX - Alex Pan, Dallas - St. Mark's School of Texas **TX - Amisha Sao, Cedar Park- Round Rock High School  TX - Eric J Tong, Colleyville - Grapevine Senior High School

Utah UT - Audrey Su, Sandy - Skyline High School UT - Joseph Tsai, Provo - Timpview High School

Vermont VT - Matthew Henry Califano, Craftsbury Common- Craftsbury Academy  VT - Hannah Noelle Cunningham, Burlington - Rice Memorial High School

Virginia VA - Benjamin Daniil Cohen, Falls Church - Thomas Jefferson High School for Science & Technology *VA - Hannah Z. Hong, Yorktown - Grafton High School **VA - Olivia Kasie Judd, Winchester - James Wood High School **VA - Raaga Kodali, Ashburn - Briar Woods High School *VA - Christian Philip Trimmingham, Richmond- Interlochen Arts Academy  VA - Sriya Yalamanchili, Sterling - Academies of Loudoun

Washington WA- Ashwin Joshi, Kennewick- Southridge High School **WA - Lexi J. Molnar, Centerville - Goldendale High School **WA - Siddhartha Dylan Pant, Lakewood- Lakes High School **WA - Jacob J. Scrupps, Ritzville - Odessa High School WA- Kosha Upadhyay, Bellevue- Bellevue Senior High School

West Virginia WV- Grant Carter Kenamond, Wheeling - Wheeling Park High School WV- Lauren Jiayi Shen, Morgantown - Morgantown High School

Wisconsin WI - Ezra M. Linnan, Sturgeon Bay - Sevastopol High School WI - Anica Tipkemper-Wolfe, Cedarburg - Cedarburg Senior High School

Wyoming WY - Landis D. Zebroski, Sheridan - Sheridan High School WY - Grace H. Zhou, Laramie- Laramie High School

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Something Good: Rickards High School junior wins $1,000 in video essay contest

TALLAHASSEE, Fla. (WCTV) - This one is all about promoting democracy!

The League of Women Voters of Tallahassee hosted a video essay contest for local high schoolers. The winner was Serenity Wiggins, an 11th grader at Rickards High School.

She won $1,000 for her 30-second video encouraging future voters to take part in democracy.

She spoke at a recent League of Women voters banquet to accept her big win.

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Emory Law News Center

Commencement 2024: 'dream in the future, live in the moment'.

On Sunday, May 12, Emory University School of Law graduated more than 300 students during ceremonies held at the Gas South Convention Center in Duluth. They earned doctor of juridical science, juris doctor, master of laws, and juris master degrees. This was the last time Asa Griggs Candler Professor of Law Mary Anne Bobinski will preside over graduation as dean, as she closes her tenure and returns to faculty this summer.

Charles Howard Candler Professor of Law and dean designate Richard D. Freer received the Most Outstanding Professor Award for the eleventh time, an honor which is bestowed by 3Ls each year. He addressed the Class of 2024:

“Years ago, you had a dream of going to law school. But you did not jump from that moment to this day. Earning your law degree is not an event, it’s a culmination of thousands of decisions and thousands of actions,” Freer said. “You got here incrementally—case by case, question by question, class by class. And that’s the way it is all through life—our greatest accomplishments are rooted in individual moments and in those moments, we have a choice, and we choose to pursue the goal, pursue the dream. And when you put all of those moments, all of those choices together, you build something truly significant, which is exactly what you have done. We realize our goals by building what I call a bridge of days. We dream in the future, but we live in the moment.”

Other outstanding students and faculty received awards and special recognition:

• Associate Professor George S. Georgiev , Provost’s Distinguished Teaching Award for Excellence in Graduate and Professional Education
• Asa Griggs Candler Professor of Law Fred Smith Jr. , Faculty Marshal
• Sam Donaldson , Distinguished Adjunct Teaching Award
• Ryan Levin 24L , Most Outstanding Third-Year Student
• Sydney Annette McCabe 24L , Student Marshal (highest GPA)
• Morieka Valencia Johnson 94C 24L , Juris Master Leadership Award
• Pamela Bispo da Silva 23L , Master of Laws Leadership Award

The A. James Elliott Community Service Award was poignant as Emory Law mourns the loss of the associate dean emeritus who passed away earlier this year. Nikki Nicole Hurtado 24L and Saaby Simon 24L were 2024 recipients.

Ryan Levin 24L served as Student Bar Association president at the same time his father, Ian Levin 92L , served as chair of Emory Law’s Advisory Board.

“These are your strongest relationships, and they do not end here today,” Levin told his classmates. “They will forever be the lifelines out in our professional and our personal lives. Even if we go up against each other in court or the conference room, we will share those bonds,” he added. “And now, it’s time for your next adventure. And even if that means you have no idea what you’re going to do tomorrow—well, isn’t that exciting?”