When Cara Romero’s daughter was 11, she became interested in dolls. Romero, who is an enrolled member of the Chemehuevi Indian Tribe in Southern California, began to think about doll culture more deeply and what it can convey to the next generation.
Romero’s husband grew up collecting G.I. Joes, and her mother-in-law had her own Victorian-style porcelain doll collection. For Romero, though, her daughter’s doll phase reminded her of the Native American dolls she grew up seeing at truck stops along I-40.
The dolls were often dressed in plastic pony beads and fake buckskin that parroted the Native American Halloween costumes she knew all too well as dehumanizing stereotypes. So Romero, who is a photographer and artist, set out to create a series of photos that broke down these tropes.
Each photograph in the “First American Doll” series features a life-sized doll box that she designed and crafted, where she poses the women with objects that represent their families, traditions and unique stories.
She wanted her daughter to be proud of her heritage. “I come from a community where women are allowed to have a voice, allowed to be really strong,” she said. “So [I was] wanting to pass down good self esteem and a strong sense of self and identity,” she said. “That’s what we aim to do as moms.”
She started the series with artist and powwow dancer Wakeah Jhane, who is of Kiowa, Comanche and Blackfeet descent. While the Plains Tribes that she is from are the models for stereotypical dolls and costumes, Romero’s photograph captures her intricate buckskin regalia, which was made by her family. Also on display are her moccasins and a fan.
“You can see the stark contrast between what she’s wearing and the Halloween costumes that people portray Plains people as,” she said. “I really wanted to kind of own it and be like, “You guys even have this wrong.’”
She has since published nine photographs for the series, the most recent featuring Fawn Douglas, an artist, activist and enrolled member of the Las Vegas Paiute Tribe, who is posed with handcrafted baskets and a gourd rattle made by her family. The box is bordered by a Las Vegas playing card motif.
Cara Romero (Getty Images)
The current day symbolism and high fashion lighting communicates that these women are also contemporary, Romero said. “When artwork, and specifically photography, is devoid of modern context, it does something psychologically, it perpetuates [this idea] that we’re gone and only living in history.”
Naming each of the pieces after the models was also meant to humanize Indigenous women in a way that they weren’t in historical photos. “A lot of times in the ethnographic photographs, they didn’t even say their name,” she said. “We don’t know who they were.”
Some of the photographs from the series are currently traveling the country as part of Romero’s first solo museum exhibition, titled: “Panûpünüwügai (Living Light).” They will be on display next at the Phoenix Art Museum in Arizona starting in February.
India is becoming the next transnational education (TNE) hotspot, with nine top UK universities having announced plans to open overseas branch campuses out there. Earlier this year, the University of Southampton became the first of this new tranche of campuses to open its doors, with several others close behind.
As the TNE boom continues, several universities have revealed the independent providers that are helping them set up their campuses in India. Meanwhile, other providers have expressed an interest in this space.
Here’s our list of who’s working with who.
Who’s opening a campus in India?
Nine UK universities have confirmed they are joining the TNE scramble in India. They are:
The University of Southampton
The University of Liverpool
The University of York
The University of Aberdeen
The University of Bristol
Coventry University
The University of Surrey
Lancaster University
Queen’s University Belfast
Who are they working with?
Oxford International Education Group (OIEG) – Southampton has confirmed it worked with OIEG in setting up its campus in Gurugram, which opened earlier this year. OIEG provided the financial backing and the professional services needed to set up the campus
India Business Group – Another provider assisting Southampton on the ground, India Business Group is providing the university with strategic support.
Emeritusand Daskalos – The University of York has confirmed it is working with the edtech platform Emeritus to set up its Mumbai campus. Working alongside Emeritius is Daskalos – a new venture from Atul Khosla, the founder and vice-chancellor of Shoolini University, as confirmed by Khosla in a LinkedIn post. Khosla has said Emeritus and Daskalos’s partners include “three Russell Group Universities, one of the oldest universities of the world, a top tier US university and a leading Australian university”.
Khosla has also confirmed on LinkedIn that Daskalos and Emeritus are working with the University of Liverpool on its Bengaluru campus, as well as the University of Bristol on its Mumbai campus. Meanwhile, it appears that the University of Aberdeen may be another institution working with the duo, with a job posting advertising an Emeritus job at the university.
Study World – The education infrastructure company Study World is working with Coventry on its GIFT City campus, according to local news reports. The company’s group chief operating officer Kate Gerrard is quoted as saying: “Study World has over two decades of experience in delivering a wide range of educational services in partnership with leading international universities around the world. This association with Coventry University in India will be highly beneficial for students in India and the wider region.”
GUS Global Services – The University of Surrey has confirmed it it is working with GUS Global Services, with GUS leading on strategic support services such as Indian student enrolment support, advice on the local market and campus and operational management.
For their part, Lancaster University and Queens University Belfast have remained tight lipped on which providers – if any – they are working with as they explore setting up campuses in India.
Which other providers could be eyeing up opportunities?
GEDU Global Education – the UK-headquartered company has already invested in several campuses in GIFT City, making it a prime provider to step in and help institutions set up overseas branches in India.
UniQuad – an arm of ECA, which has previously partnered with UK universities to run overseas campuses and other TNE projects, UniQuad is a new division with a specific goal of introducing university partners to India’s evolving educational landscape, meaning it’s well placed to help in this area.
Amity – the private Indian provider is already working with major British institutions – such as Queen Mary University of London – on program articulation arrangements in India, as well as having MoUs with others on things like joint research and dual degrees. Could it be looking to expand into new ventures?
British Council – while the British Council isn’t a private provider, it is a key strategic enabler for institutions looking to set up in India. It can help with policy dialogue and advocacy, support through the UK Universities in India Alliance, as well as providing market intelligence, helping institutions decide which partners are right for them.
eSchool News is counting down the 10 most-read stories of 2025. Story #6 focuses on DEI in education.
Key points:
Diversity, equity, and inclusion (DEI) initiatives have become integral to educational institutions across the United States. DEI aims to foster environments where all students can thrive regardless of their backgrounds. The programs are designed to address systemic inequalities, promote representation, and create inclusive spaces for learning. However, as DEI becomes more prevalent, it also faces scrutiny and debate regarding its effectiveness, implementation, and impact on educational outcomes.
One of the main advantages of DEI in education is the promotion of a more inclusive and representative curriculum. Students gain a broader understanding of the world by integrating diverse perspectives into course materials. This enhances critical thinking and empathy. Furthermore, the approach prepares students to navigate and contribute to our increasingly globalized society. Moreover, exposure to diverse viewpoints encourages students to challenge their assumptions and develop a more nuanced perspective on complex issues.
DEI initiatives also contribute to improved academic outcomes by fostering a sense of belongingness amongst students. When students see themselves reflected in their educators and curricula, they are more likely to feel valued and supported. This leads to increased engagement and motivation. This sense of inclusion can result in higher retention and graduation rates (particularly among historically marginalized groups). Furthermore, diverse learning environments encourage collaboration and communication skills because students learn to work effectively with peers from different backgrounds.
In addition to benefiting students, DEI programs can enhance faculty satisfaction and retention. Institutions that prioritize diversity in hiring and promotion practices create more equitable workplaces. This can lead to increased job satisfaction among faculty members. Mentorship programs and professional development opportunities focused on DEI can also support faculty in creating inclusive classroom environments, which further benefits students.
Despite these benefits, DEI initiatives are not without challenges. One significant concern is the potential for resistance and backlash from individuals who perceive DEI efforts as a threat to traditional values (in other words, a form of reverse discrimination). This resistance can manifest in various ways (opposition to DEI policies, legal challenges, and political pressure). Such opposition can hinder the implementation and effectiveness of DEI programs, thereby creating a contentious atmosphere within educational institutions.
Another challenge is the difficulty in measuring the success of DEI initiatives. Without clear metrics, it can be challenging to assess the impact of these programs on student outcomes, faculty satisfaction, or institutional culture. The lack of quantifiable data can lead to skepticism about the efficiency of DEI efforts, thus resulting in reduced support or funding for such programs. Additionally, the absence of standardized definitions and goals for DEI can lead to inconsistent implementation across institutions.
Resource allocation is also a critical issue in the execution of DEI initiatives. Implementing comprehensive DEI programs often requires significant financial investment (funding for specialized staff, training, and support services). In times of budget constraints, institutions may struggle to prioritize DEI efforts. This may lead to inadequate support for students and faculty. Without sufficient resources, DEI programs may fail to achieve their intended outcomes thus further fueling criticism and skepticism.
The potential for tokenism is another concern associated with DEI initiatives. When institutions focus on meeting diversity quotas without fostering genuine inclusion, individuals from underrepresented groups may feel marginalized or exploited. Tokenism may undermine the goals of DEI by creating superficial diversity that does not translate into meaningful change or equity. To avoid this, institutions must commit to creating inclusive environments where all individuals feel valued and empowered to contribute fully.
Furthermore, DEI programs can sometimes inadvertently reinforce stereotypes or create division among student populations. For example, emphasizing differences without promoting commonalities may lead to increased social fragmentation or feelings of isolation among certain groups. Educators must carefully balance the celebration of diversity with the promotion of unity and shared values to foster cohesive learning communities.
In summary, DEI initiatives in education offer numerous benefits, but these programs also face significant challenges. To maximize the positive impact of DEI efforts, educational institutions must commit to thoughtful, well-resourced, and inclusive implementation strategies that promote genuine equity and inclusion for all members.
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It was August 2000 when Chloé Gorlei found herself at Nijmegen train station in the Netherlands, standing in the hot summer air and waiting for a minibus that would carry her to the international office at the University of Radboud.
“There, I would sign the necessary paperwork and collect my bedroom pack; two towels, some bedding, and a single, unremarkable tea towel that somehow made the whole adventure feel suddenly real.”
Gorlei, now head of international partnerships and student recruitment at Escape Studios, was the the first in her family to go to university, and had recently completed a two-year diploma in business and marketing and the University of Montpellier II in France.
She describes her level of English at the time as “basic”, she didn’t know anyone in the country and was without a mobile phone. Despite these challenges, this was the start of a new chapter for her.
“Not only did I meet people from all over the world, and learnt about new cultures, accents and habits, but I also lived in an unfamiliar place that would become home for ten months. Although culturally close to my country, I had to learn new codes, and even a new language.”
“The university itself was very different to what I had known so far: going through economics books in English was a challenge! I was also not used to only having a few hours of lectures a week. Where I came from, we had lectures all day, five days a week,” she recalled.
“This is Erasmus to me: experiences that shaped my future and friendships for life. It’s not all rosy, there are challenges, but it gives everyone, regardless of background or financial situation, a glimpse of what it means to be an international student. It opens your eyes to a world you might never have discovered otherwise,” said Gorlei.
Photo: Chloé Gorlei
In 2023, Gorlei reunited with some of her fellow Erasmus students in the Netherlands, describing it as “a wonderful chance to relive those moments, cycle the same lanes, and party in the same bars”.
“It fills me with joy and hope that UK students will finally have this chance again, and that European students will discover the UK, an opportunity they might otherwise never have.”
For Maria de la Pisa, deputy director international and head of international partnerships and relations at the University of Bristol, the UK’s reassociation to Erasmus+ is the early Christmas present she was hoping for.
“I am incredibly excited to hear that the UK is going to rejoin the Erasmus+ program from 2027. This is wonderful news for the UK higher education sector and for all the thousands of UK and EU students who will be able to benefit from this transformative opportunity.”
De la Pisa is proud to call herself an Erasmus scholar, having spent a year at the Univerity of Leicester, studying in a second language and quickly adapting to a very different academic approach compared to what she was used to in Spain.
“I embraced British culture wholeheartedly,” she said.
“That year was full of making international friends, travelling to as many corners of the UK as my budget allowed, and embracing the unexpected. I discovered fascinating traditions and celebrations which I had never even heard of before. It was a year of growth, adventure, and unforgettable experiences.”
And it was that during this year that de la Pisa met her husband, who later went on to participate in an Erasmus exchange in Spain. The couple celebrated their 20th wedding anniversary in 2025.
The pair returned to the University of Leicester, 27 years later, to show their children where they first met – at an international student party in the Students’ Union (Percy Gee Building).
Photo: Maria de la Pisa
As de la Pisa’s son prepares to enter university next year, she said she is “delighted” that this opportunity will also be available to him and many other UK students.
“Professionally, this incredible opportunity sparked an interest in working in international education and I have spent over two decades in the higher education sector motivated by a commitment to extend the same transformative opportunities I had to others.
“For the sector, this is a huge win. It will strengthen collaboration with European partners, not only through student mobility but also through research, education, and cultural exchange. I hope this renewal also inspires a wider interest in language learning and the arts, areas that enrich society and reinforce global connections,” said de la Pisa.
“Here’s to the next generation discovering the world, building friendships across borders, and shaping their futures. A big thank you to Universities UK International and all those who have tirelessly advocated for this change.”
For Anne Marie Graham, chief executive of UKCISA, it is no exaggeration to say that Erasmus changed her life – both personally and professionally. Speaking to The PIE, she reflected on the transformative impact of the program and expressed her delight that young people in the UK will once again have access to the same life-shaping opportunities through Erasmus.
“I didn’t know it at the time but I would have been a Widening Participation student. I was lucky enough to be funded for two Erasmus semesters – one in Granada, Spain and another in Clermont-Ferrand, France,” she told The PIE. She recalled her time in Granada with particular fondness, remembering it as it was before it became the global tourist destination it is today.
“It was free to enter the Alhambra and I just used to go up on a Sunday afternoon with my book to sit and recover after a fun Saturday night out!”
Photo: Anne Marie Graham
“It was daunting at first, but loved being able to study alongside Spanish and French students, and create links with locals through university projects,” said Graham.
“I was lucky to be able to immerse myself in many ways in Spain, and it was life-changing. It gave me self-confidence, language skills, intercultural competence and of course friends for life with students from other Uk universities, Spain, Italy, Sweden and the US. I’m very happy that these opportunities are returning to UK students.”
The PIE‘s own Jacqui Jenkins also took a moment to reflect on her experience as an Erasmus student at weißensee academy of art berlin (then widely known as the East Berlin Art College).
“Erasmus was genuinely life-changing for me – and, in many ways, probably the reason I’m still addicted to working in this wonderfully chaotic international education sector,” said Jenkins.
I left the UK in 1997 as a Brit. I came back thinking much more like a global citizen
Jacqui Jenkins, The PIE
“Being dropped into a classroom with students from entirely different backgrounds changes how you see the world. Many of my peers had grown up in the former East Germany or the wider USSR and had experienced a very different schooling system and social reality. Those conversations – and that context – forced me to see everything through a different lens.
“I left the UK in 1997 as a Brit. I came back thinking much more like a global citizen.”
The final rule, released by the Department of Homeland Security (DHS) on Tuesday is due to take effect on February 27, in time for the annual H-1B spring lottery.
It is currently under review by the Office of Management and Budget (OMB) and is set to be officially published on December 29.
Alongside favouring “higher-skilled” and “higher-paid” workers, DHS said the change would “disincentivise abuse of the H-1B program to fill relatively lower-paid, lower-skilled positions, which is a significant problem under the present H-1B program”.
It is part of wider government efforts to ensure H-1B visas are issued to high earners, which saw the administration hiking the H-1B visa fee to $100,000 – a move it later clarified would not apply to F-1 students changing status within the US.
The drastic hike, which is up to 20 times more than what employers previously paid, has drawn three legal challenges, including one from the US Chamber of Commerce.
Today’s rule will come as little surprise to the sector after it was proposed in the Federal Register on September 24, with critics arguing that the change would constrain the US tech sector which they say would be moved to ramp up offshoring facilities and jobs.
53% of current international students say they would not have enrolled in the US if H-1B access was determined by wage levels
NAFSA
“There simply are not enough American computer science graduates to support the decades-long record of US innovation and economic growth. That is the wonder of the US tech sector,” Intead CEO Ben Waxman previously told The PIE.
“Why would the US government want to constrain that engine?” he asked.
What’s more, the change is likely to contribute to the declining appeal of the US among prospective international students who increasingly cite work experience and job opportunities as primary factors shaping study decisions.
In a recent NAFSA survey of current US international students, over half of respondents (53%) said they would not have enrolled in the first place if access to H-1B was determined by wage levels.
A similar proportion (54%) indicated they would never have enrolled in the US if it wasn’t for Optional Practical Training (OPT), which experts anticipate is also under threat.
The H-1B visa, popular with the likes of Amazon, Microsoft and Apple, enables US employers to temporarily employ international workers in “specialty occupations” across a wide range of industries such as healthcare, computer science and financial analysis.
Currently, there is an annual cap of 85,000 new H-1B visas, and when this cap is exceeded, applicants are placed into a random lottery which determines who is awarded a visa.
Under the new weighted system, higher earners will be entered into the selection pool more times than lower earners, ranging from one to four times.
Risk protection arrangement costs have risen by 61 per cent since 2020
Risk protection arrangement costs have risen by 61 per cent since 2020
The Department for Education has confirmed costs for its school insurance programme will rise again by 7.4 per cent this year, with the scheme now costing 60 per cent more than in 2020.
The risk protection arrangement (RPA), first set up in 2014, provides state schools an alternative to commercial insurance.
It covers risks such as material damage, personal accident and employers’ liability, with government covering the losses.
Now, the DfE has confirmed the amount it charges will rise from £27 to £29 per pupil from April 2026. This 7.4 per cent increase is far above the current rate of inflation, around 3.5 per cent.
It said costs were reviewed annually “to ensure breadth of cover and value for money are balanced”.
While the DfE first charged £25 per pupil for schools in 2014, prices were lowered to £18 per pupil in 2019-20.
Prices have since increased year on year, with a 61 per cent change from 2020 to 2026.
It was originally launched to reduce the public cost of protecting academies against risk.
While schools may join at any time of the year, multi-academy trusts can join in a phased manner, where some academies may still have commercial insurance contracts in place.
Budget cuts, staffing reductions and school consolidations are coming to Los Angeles Unified as the cash-strapped district works to balance its shrinking budget, a top school official said.
LAUSD’s chief financial officer in an interview last week said declining enrollments and the end of pandemic relief funds have forced the district to take cost-cutting measures.
Schools have already been notified of how much they will have to cut from their budgets. The cuts will go into effect starting in August.
LAUSD officials in June had predicted a $1.6 billion deficit for the 2027-28 school year. But an updated version of the budget approved by the board last week eliminates the deficit by using reserve funds plus cost-cutting measures over the next two years.
The planned cuts to school budgets will begin in the 2026-27 school year, with school consolidations and staffing reductions planned for the following school year, said LAUSD Chief Financial Officer Saman Bravo-Karimi.
“We have fewer students each year, and in LAUSD that’s been the case for over two decades,” Bravo-Karimi said. “That has a profound impact on our funding levels. Also, we had the expiration of those one-time COVID relief funds that were very substantial.”
The district recently contracted with the consulting firm Ernst and Young to create models for closing and consolidating schools. While school officials wouldn’t say which schools or how many would be closed, the district has clearly been shrinking.
Enrollment last year fell to 408,083, from a peak of 746,831 in 2002. Nearly half of the district’s zoned elementary schools are half-full or less, and 56 have seen rosters fall by 70% or more.
Bravo-Karimi said in the current school year the district will spend about $2 billion more than it took in from state, local and federal funding. The trend of overspending is expected to continue next year and the year after that, he said.
The district’s board in June approved a three-year budget plan that included a $18.8-billion budget for the current school year. The plan delayed layoffs until next year, and funded higher spending in part by reducing a fund for retirees’ health benefits.
$425 million by clawing back funds that went unused by schools each year
$300 million by reducing staffing and budgets at central offices
$299 million by cutting special funding for schools with high-needs students
$120 million by cutting unfilled school staffing positions
$30 million by consolidating schools
$16 million by cutting student transportation
Bravo-Karimi said the district gets virtually all of its money through per-pupil funding from the state. Since enrollment in the district has fallen steadily for decades, and then sharply since the pandemic, funding is down significantly, he said.
Most zoned L.A. elementary schools are almost half empty, and many are operating at less than 25% capacity. Thirty-four schools have fewer than 200 students enrolled; a dozen of those schools once had enrollment over 400.
Bravo-Karimi said the district would assess the needs of communities and the conditions at local schools before it makes any decisions about school closings or consolidations.
“That process needs to play out before any decisions are made about potential consolidation of school facilities,” he said.
Bravo-Karimi said other factors, including ongoing negotiations with labor unions, and changes to state funding, will further impact the district’s budget in the coming months.
Marguerite Roza, director of the Edunomics Lab and Research Professor at Georgetown University’s McCourt School of Public Policy, said the cuts planned for LAUSD are “relatively mild” compared to overall size of the district’s budget and cuts being considered at other districts around California and the rest of the country.
“I don’t think the people in the schools are going to notice that there’s a shrinking of the central office or that they’re using reserves,” said Roza. “Unless you’re one of the people who loses their transportation or if you’re in one of the schools that gets closed.”
But, Roza said, many of the cuts taken by LAUSD can only be made once, and the district still faces profound changes as enrollments continue to fall and downsizing becomes more and more necessary.
“This really should be a signal to families,” said Roza of the planned cuts in the district’s latest budget. “After several years of really being flush with cash, this is not the financial position that LA Unified is going to be in moving forward.”
LAUSD Board Member Tanya Ortiz-Franklin, who represents LAUSD’s District Seven, which includes neighborhoods such as South L.A., Watts and San Pedro, said the district will work to shield kids from the impact of budget cuts.
But, Ortiz-Franklin said, the district hired permanent staffers with one-time COVID funding, and now some of those staffers will have to be let go.
Still, LA Unified has made strong gains since the pandemic, she said, and the district must work hard to preserve its upward trajectory despite financial headwinds.
“We would love to share good news, especially this time of year,” said Ortiz-Franklin. “But the reality is, it is really tough.”
School leaders across LAUSD received preliminary budgets for the next year over the last few weeks, said Ortiz-Franklin. Some schools in her district are facing cuts of up to 15%, forcing them to make tough decisions on which staffers to keep and who to let go.
Several hundred additional layoffs will be announced in February, she said, when the district makes another assessment of staffing needs.
“We don’t know the total number yet, and we don’t know which positions yet,” said Ortiz-Franklin.
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eSchool News is counting down the 10 most-read stories of 2025. Story #7 focuses on sustainability in edtech.
Key points:
Educational technology, or edtech, has reshaped how educators teach, offering opportunities to create more sustainable and impactful learning environments.
Using edtech in teaching, educators and school leaders can reduce environmental impact while enhancing student engagement and creativity. The key is recognizing how to effectively leverage edtech learning strategies, from digitized lesson plans to virtual collaboration, and keeping an open mind while embracing new instructional methods.
Rethinking teaching methods in the digital age
Teaching methods have undergone significant transformation with the rise of educational technology. Traditional classroom settings are evolving, integrating tools and techniques that prioritize active participation and collaboration.
Here are three edtech learning strategies:
The flipped classroom model reverses the typical teaching structure. Instead of delivering lectures in class and assigning homework, teachers provide pre-recorded lessons or materials for students to review at home. Classroom time is then used for hands-on activities, group discussions, or problem-solving tasks.
Gamification is another method gaining traction. By incorporating game-like elements such as point systems, leaderboards, and challenges into lesson plans, teachers can motivate students and make learning more interactive. Platforms like Kahoot and Classcraft encourage participation while reducing paper-based activities.
Collaborative online tools, such as Google Workspace for Education, also play a critical role in modern classrooms. They enable students to work together on projects in real time, eliminating the need for printed resources. These tools enhance teamwork and streamline the sharing of information in eco-friendly ways.
Sustainability and innovation in education
Have you ever wondered how much paper schools use? There are approximately 100,000 schools in this country that consume about 32 billion sheets of paper yearly. On a local level, the average school uses 2,000 sheets daily–that comes out to $16,000 a year. Think about what else that money could be used for in your school.
Here are ways that edtech can reduce reliance on physical materials:
Digital textbooks minimize the need for printed books and reduce waste. Through e-readers, students access a vast library of resources without carrying heavy, paper-based textbooks.
Virtual labs provide another example of sustainable education. These labs allow students to conduct experiments in a simulated environment, eliminating the need for disposable materials or expensive lab setups. These applications offer interactive simulations that are cost-effective and eco-conscious.
Schools can also adopt learning management systems to centralize course materials, assignments, and feedback. By using these platforms, teachers can cut down on printed handouts and encourage digital submissions, further reducing paper usage.
Additionally, edtech platforms are beginning to incorporate budget-friendly tools designed with sustainability in mind; some of these resources are free. For instance, apps that monitor energy consumption or carbon footprints in school operations can educate students about environmental stewardship while encouraging sustainable practices in their own lives.
Supporting teachers in the shift to edtech
Transitioning to edtech can be a challenging yet rewarding experience for educators. By streamlining administrative tasks and enhancing lesson delivery, technology empowers teachers to focus on what matters most: engaging students.
Circling back to having an open mind–while many teachers are eager to adopt edtech learning strategies, others might struggle more with technology. You need to expect this and be prepared to offer continuous support. Professional development opportunities are essential to ease the adoption of edtech. Schools can offer workshops and training sessions to help teachers feel confident with new tools. For instance, hosting peer-led sessions where educators share best practices fosters a collaborative approach to learning and implementation.
Another way to support teachers is by providing access to online resources that offer lesson plans, tutorials, and templates. Encouraging experimentation and flexibility in teaching methods can also lead to better integration of technology. By allowing teachers to adapt tools to their unique classroom needs, schools can foster an environment where innovation thrives.
If you’re concerned about bumps on this road, remember teachers have common traits that align with edtech. Good teachers are organized, flexible, have communication skills, and are open-minded. Encourage a team approach that’s motivating and leverages their love of learning.
Bringing sustainability and enhanced learning to classrooms
The integration of edtech learning strategies into classrooms brings sustainability and enhanced learning experiences to the forefront. By reducing reliance on physical materials and introducing eco-friendly tools, schools can significantly lower their environmental impact. At the same time, teachers gain access to methods that inspire creativity and collaboration among students.
There’s also this: Edtech learning strategies are constantly evolving, so you’ll want to stay on top of these trends. While many of those focus on learning strategies, others are more about emergency response, safety, and data management,
Investing in modern technologies and supporting teachers through training and resources ensures the success of these initiatives. By embracing edtech learning strategies, educators and administrators can create classrooms that are not only effective but also sustainable–a win for students, teachers, and the planet.
Sam Bowman, Contributing Writer
Sam Bowman writes about people, tech, wellness, and how they merge. He enjoys getting to utilize the internet for community without actually having to leave his house. In his spare time, he likes running, reading, and combining the two in a run to his local bookstore. Connect with him on Twitter @SamLBowman1.
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As per government data, the UK recorded the highest number of Indian student deportations over the past five years, with 170 cases, followed by Australia (114), Russia (82), the US (45), Georgia (17), Ukraine (13), Finland (5), China (4), Egypt (2) and Austria (1).
In a written response in the Rajya Sabha, India’s upper house of parliament, Singh outlined several factors behind immigration authorities’ decisions across countries, most of which related to “violations of visa norms and non-compliance with host country regulations by Indian students”.
“Entry of Indian students had been denied by foreign immigration authorities on account of their carrying incomplete or inappropriate admission documents of their universities, failing to complete the administrative procedures required for enrolment in the universities, or for being unable to answer basic questions about their chosen field of study in foreign academic institutions,” Singh said, adding that common grounds for deportation included breaches of student visa conditions, such as unauthorised work, illegal business activities, or violations of host-country laws and regulations.
“Students have also faced deportation by foreign governments for failing to maintain the requisite financial bank balance in countries where they had been studying, for not paying university fees or for being unable to demonstrate adequate financial capacity to support their stay and studies, for having insufficient attendance in classes or for complete withdrawal from the registered academic programs or universities, etc.”
The data also showed two countries denying entry to Indian students, with the US turning away 62 students over the past year and Kyrgyzstan denying entry to 11 during the same period.
Embassy officials also visit universities and educational institutions in their jurisdictions to interact with Indian students and student associations and to assess any issue concerning the credibility or quality of courses being pursued Kirti Vardhan Singh, MEA
Just this year, the US revoked visas and terminated the legal status of thousands of international students, with two high-profile deportation cases involving Indian students over their alleged pro-Palestinian advocacy amid the Israel–Gaza war also making headlines. Moreover, between January and May 2025, nearly 1,100 Indians were deported from the North American country due to their “illegal status”.
While the UK has stepped up action against international students breaching visa rules, with the Home Office now directly warning students via text and email about overstaying, Canada has long faced issues with Indian students entering on fraudulent documents, with dozens investigated for using fake college acceptance letters in 2023.
High numbers frrom Australia also indicate the impact of the country’s crackdown on cases of fraud and agent misuse, especially from certain states in India, with countries like Russia seeing their universities expel Indian students after “failing to meet curriculum requirements”.
When asked in parliament about steps to protect Indian students from misleading foreign courses and avoid deportations, Singh said the government gives the issue “high priority” and maintains regular contact with students abroad.
“Embassy officials also visit universities and educational institutions in their jurisdictions to interact with Indian students and student associations and to assess any issue concerning the credibility or quality of courses being pursued.
“Several Indian missions also issue formal advisories for Indian students under their jurisdiction aimed towards protecting their interests, welfare and safety in foreign lands,” stated Singh.
While over 1.8 million Indian students are studying abroad in 2025, MEA data shows that 1.254 million are pursuing higher education and a drop in university-level enrolments abroad from India after three years of growth.
The US and Canada still remain the countries with the largest number of Indian students, followed by the UK, Australia, Germany, Russia, Kyrgyzstan, and Georgia.
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Hunger is on the rise for the early care and education workforce, according to recent research from the Stanford Center on Early Childhood, and signs suggest the challenge is unlikely to improve in the short term.
In June, 58% of early care and education providers surveyed by the RAPID Survey Project at Stanford said they were experiencing hunger, which researchers measured using six questions about food insecurity developed by the U.S. Department of Agriculture. These providers, who span a variety of roles and settings, are not just dealing with sticker shock at the grocery store; they are skipping meals, eating smaller portions to stretch food supplies further, and going hungry because they’ve run out of money to purchase food.
The RAPID Survey Project measured hunger using six food security criteria developed by the U.S. Department of Agriculture:
The food that we bought just didn’t last, and we didn’t have money to get more.
We couldn’t afford to eat balanced meals.
Did you or other adults in your household ever cut the size of your meal or skip meals because there wasn’t enough money for food?
If yes, how often did this happen?
Did you ever eat less than you felt you should because there wasn’t enough money for food?
Were you ever hungry but didn’t eat because there wasn’t enough money for food?
RAPID has charted provider food insecurity for the past four years. Rates of hunger held steady between 20% and 30% from summer 2021 until early 2024, then began rising precipitously.
Phil Fisher, director of the Stanford Center on Early Childhood, said the status quo rates of provider hunger were “unacceptable to begin with,” but that this recent spike is both “alarming” and “concerning.”
“The early care and education workforce is incredibly vulnerable to economic trends,” Fisher said, explaining the rise. “Part of it is just how close to abject poverty many [educators] are.”
Indeed, early educators earn a median wage of $13.07per hour, making it one of the lowest-paid professions in the United States. An estimated 43% of the workforce relies on public benefits, such as Medicaid and food stamps, to get by.
So when prices go up, early educators are among the first to feel the effects, and lately, food prices have done nothing but climb. The cost of groceries has increased almost 30% since February 2020.
“Food is very expensive,” said Isabel Blair, a home-based child care provider of almost 20 years who recently decided to close her program in Michigan. “It’s hard for families earning minimum wage to cover their basic needs — housing, child care and food.”
Blair has noticed price inflation among eggs and produce, in particular. Both are staples in an early education program.
“You go to the grocery store, and the fresh vegetables are very expensive. For a tomato, you pay like three bucks. Or a dozen eggs, you play close to $4 now,” she said. “Feeding the children, you have to provide breakfast, a snack and lunch. Some programs offer dinner. Add those up, and it’s very costly.”
In the RAPID survey, providers shared written responses to open-ended questions, and some highlighted how high grocery prices are affecting their own families.
“We’re skipping meals so the kids can eat,” a teacher in Colorado said. “Grocery prices are through the roof.”
“Grocery bills continue to rise and we are having to cut back on what we buy and redo our menu at home to be able to afford the same amount of food we were buying just months ago…” wrote a center director in Washington.
“[My biggest concern right now is that] we don’t go hungry in the street someday,” a teacher at a center-based program in Georgia wrote.
A center director in Indiana said the “cost of groceries is going up and I can’t afford enough food … to last the entire month. We have to skimp on meals or bring leftovers from work home for the kids to eat.”
“Keeping food in the house and meeting our nutritional needs as a family [are my biggest concerns],” wrote a home-based provider in Ohio.
Cristi Carman, director of the RAPID Survey Project, said the difficult choices providers must make, between buying more groceries or paying off a bill, is “really, really devastating.” Carman and Fisher separately noted that it becomes harder for caregivers to provide a nurturing, high-quality environment for kids when their stomachs are growling and they’re worried about how to put food on the tables for their own families before their next paycheck hits.
“That’s not humane circumstances for individuals in any role, especially when they’re caring for the youngest children,” Carman said. “They’re not operating under the best set of circumstances. They’re operating at reduced need.”
What’s more, Fisher said, is that early care and education providers often aren’t just buying groceries for themselves, but for the kids in their programs as well. (Rising costs have hit unlicensed family, friend and neighbor providers who care for millions of children from birth to age 5 in the U.S. especially hard, because while they are technically eligible, many remain excluded from the federal food program for child care providers.) So when providers are going hungry, it usually means the kids they’re serving are affected too. Maybe fresh fruits and vegetables are replaced with canned items, or proteins are replaced with carbs. Corner-cutting becomes unavoidable.
Despite the severity of food insecurity among providers, grocery prices are not expected to stabilize anytime soon, with the Trump administration’s tariffs forcing up the cost of imported foods. Meanwhile, the Supplemental Nutrition Assistance Program, which helps low-income households offset the cost of food, was disrupted during the government shutdown this fall, leaving many recipients without benefits for weeks. RAPID researchers have not yet finished analyzing survey data from that period, but Fisher acknowledged it may only show a worsening situation.
“We’re not expecting these things to get better in the short term,” Fisher said. “If anything it will either reach a ceiling or continue to spiral.”
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