If, like me, you grew up watching Looney Tunes cartoons, you may remember Yosemite Sam’s popular phrase, “There’s gold in them thar hills.”
In surveys, as in gold mining, the greatest riches are often hidden and difficult to extract. This principle is perhaps especially true when institutions are seeking to enhance the postgraduate taught (PGT) student experience.
PGT students are far more than an extension of the undergraduate community; they represent a crucial, diverse and financially significant segment of the student body. Yet, despite their growing numbers and increasing strategic importance, PGT students, as Kelly Edmunds and Kate Strudwick have recently pointed out on Wonkhe, remain largely invisible in both published research and core institutional strategy.
Advance HE’s Postgraduate Taught Experience Survey (PTES) is therefore one of the few critical insights we have about the PGT experience. But while the quantitative results offer a (usually fairly consistent) high-level view, the real intelligence required to drive meaningful enhancement inside higher education institutions is buried deep within the thousands of open-text comments collected. Faced with the sheer volume of data the choice is between eye-ball scanning and the inevitable introduction of human bias, or laborious and time-consuming manual coding. The challenge for the institutions participating in PTES this year isn’t the lack of data: it’s efficiently and reliably turning that dense, often contradictory, qualitative data into actionable, ethical, and equitable insights.
AI to the rescue
The application of machine learning AI technology to analysis of qualitative student survey data presents us with a generational opportunity to amplify the student voice. The critical question is not whether AI should be used, but how to ensure its use meets robust and ethical standards. For that you need the right process – and the right partner – to prioritise analytical substance, comprehensiveness, and sector-specific nuance.
UK HE training is non-negotiable. AI models must be deeply trained on a vast corpus of UK HE student comments. Without this sector-specific training, analysis will fail to accurately interpret the nuances of student language, sector jargon, and UK-specific feedback patterns.
Analysis must rely on a categorisation structure that has been developed and refined against multiple years of PTES data. This continuity ensures that the thematic framework reflects the nuances of the PGT experience.
To drive targeted enhancement, the model must break down feedback into highly granular sub-themes – moving far beyond simplistic buckets – ensuring staff can pinpoint the exact issue, whether it falls under learning resources, assessment feedback, or thesis supervision.
The analysis must be more than a static report. It must be delivered through integrated dashboard solutions that allow institutions to filter, drill down, and cross-reference the qualitative findings with demographic and discipline data. Only this level of flexibility enables staff to take equitable and targeted enhancement actions across their diverse PGT cohorts.
When these principles are prioritised, the result is an analytical framework specifically designed to meet the rigour and complexity required by the sector.
The partnership between Advance HE, evasys, and Student Voice AI, which analysed this year’s PTES data, demonstrates what is possible when these rigorous standards are prioritised. We have offered participating institutions a comprehensive service that analyses open comments alongside the detailed benchmarking reports that Advance HE already provides. This collaboration has successfully built an analytical framework that exemplifies how sector-trained AI can deliver high-confidence, actionable intelligence.
Jonathan Neves, Head of Research and Surveys, Advance HE calls our solution “customised, transparent and genuinely focused on improving the student experience, “ and adds, “We’re particularly impressed by how they present the data visually and look forward to seeing results from using these specialised tools in tandem.”
Substance uber alles
The commitment to analytical substance is paramount; without it, the risk to institutional resources and equity is severe. If institutions are to derive value, the analysis must be comprehensive. When the analysis lacks this depth institutional resources are wasted acting on partial or misleading evidence.
Rigorous analysis requires minimising what we call data leakage: the systematic failure to capture or categorise substantive feedback. Consider the alternative: when large percentages of feedback are ignored or left uncategorised, institutions are effectively muting a significant portion of the student voice. Or when a third of the remaining data is lumped into meaningless buckets like “other,” staff are left without actionable insight, forced to manually review thousands of comments to find the true issues.
This is the point where the qualitative data, intended to unlock enhancement, becomes unusable for quality assurance. The result is not just a flawed report, but the failure to deliver equitable enhancement for the cohorts whose voices were lost in the analytical noise.
Reliable, comprehensive processing is just the first step. The ultimate goal of AI analysis should be to deliver intelligence in a format that seamlessly integrates into strategic workflows. While impressive interfaces are visually appealing, genuine substance comes from the capacity to produce accurate, sector-relevant outputs. Institutions must be wary of solutions that offer a polished facade but deliver compromised analysis. Generic generative AI platforms, for example, offer the illusion of thematic analysis but are not robust.
But robust validation of any output is still required. This is the danger of smoke and mirrors – attractive dashboards that simply mask a high degree of data leakage, where large volumes of valuable feedback are ignored, miscategorised or rendered unusable by failing to assign sentiment.
Dig deep, act fast
When institutions choose rigour, the outcomes are fundamentally different, built on a foundation of confidence. Analysis ensures that virtually every substantive PGT comment is allocated to one or more UK-derived categories, providing a clear thematic structure for enhancement planning.
Every comment with substance is assigned both positive and negative sentiment, providing staff with the full, nuanced picture needed to build strategies that leverage strengths while addressing weaknesses.
This shift from raw data to actionable intelligence allows institutions to move quickly from insight to action. As Parama Chaudhury, Pro-Vice Provost (Education – Student Academic Experience) at UCL noted, the speed and quality of this approach “really helped us to get the qualitative results alongside the quantitative ones and encourage departmental colleagues to use the two in conjunction to start their work on quality enhancement.”
The capacity to produce accurate, sector-relevant outputs, driven by rigorous processing, is what truly unlocks strategic value. Converting complex data tables into readable narrative summaries for each theme allows academic and professional services leaders alike to immediately grasp the findings and move to action. The ability to access categorised data via flexible dashboards and in exportable formats ensures the analysis is useful for every level of institutional planning, from the department to the executive team. And providing sector benchmark reports allows institutions to understand their performance relative to peers, turning internal data into external intelligence.
The postgraduate taught experience is a critical pillar of UK higher education. The PTES data confirms the challenge, but the true opportunity lies in how institutions choose to interpret the wealth of student feedback they receive. The sheer volume of PGT feedback combined with the ethical imperative to deliver equitable enhancement for all students demands analytical rigour that is complete, nuanced, and sector-specific.
This means shifting the focus from simply collecting data to intelligently translating the student voice into strategic priorities. When institutions insist on this level of analytical integrity, they move past the risk of smoke and mirrors and gain the confidence to act fast and decisively.
It turns out Yosemite Sam was right all along: there’s gold in them thar hills. But finding it requires more than just a map; it requires the right analytical tools and rigour to finally extract that valuable resource and forge it into meaningful institutional change.
This article is published in association with evasys. evasys and Student Voice AI are offering no-cost advanced analysis of NSS open comments delivering comprehensive categorisation and sentiment analysis, secure dashboard to view results and a sector benchmark report. Click here to find out more and request your free analysis.
The next wave of college applicants is almost here. Generation Alpha, born roughly between 2010 and 2024, will begin entering higher education by the end of this decade. They are the first cohort born entirely in the 21st century, carrying the name “Alpha” to mark a new beginning. With a global population now estimated above two billion, Gen Alpha is among the largest cohorts on record.
Raised primarily by Millennials, this generation is growing up in households that are more diverse, globally minded, and digitally connected than any that came before. Their worldview is shaped not just by rapid technological change but also by formative events such as the COVID-19 pandemic. For higher education, this means a fresh set of expectations around how, where, and why learning happens.
By 2028, the first wave of Gen Alpha, those born in 2010, will be setting foot on college campuses. They will arrive as the most technologically fluent and digitally empowered students to date, bringing with them new definitions of access, engagement, and community. Institutions that understand who they are and prepare now to meet their needs will be best positioned to thrive in the coming years.
In this article, we’ll explore ten key insights about Generation Alpha: their learning preferences, values, and challenges, as well as what higher education can do to connect with them meaningfully. Let’s dive in.
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1. Gen Alpha Is the First Fully 21st-Century Generation
Every generation reflects the world it grows up in, and for Gen Alpha, that world is fully digital. Born after 2010, the same year the iPad and Instagram launched, they have never known life without smartphones, apps, and social media. Social researcher Mark McCrindle coined “Generation Alpha” to signal a true reset, not a return to the alphabet cycle, but the beginning of something entirely new.
This generation is also massive. With millions of births each week, particularly in countries like India, China, Indonesia, and Nigeria, Gen Alpha is on track to be one of the largest cohorts on record. They’re also growing up in more diverse societies; in the United States, Gen Alpha will be among the most ethnically diverse cohorts.
What is the education of the Alpha Generation like? Generation Alpha’s educational experience has been distinct. They’ve grown up with personal technology from day one, many using tablets in preschool, and experienced hybrid or remote learning early due to COVID. Generation Alpha education is more personalized and tech-infused than past generations. Gen Alpha students often use online resources (YouTube, learning apps, even AI tools) alongside formal schooling. Going forward, they are expected to pursue higher levels of education than prior cohorts, with global tertiary enrolment continuing to rise.
For higher education, the implications are clear: campuses will need to serve a digital-first, globally minded, and highly pluralistic student body unlike any before.
Example: Cal Poly’s Diverse Incoming Classes: In recent years, universities have reported that each incoming class is breaking diversity records – reflecting Gen Alpha’s unprecedented pluralism. For instance, California Polytechnic State University announced that its 2022 freshman cohort was “the most diverse in the university’s history,” marking the fifth consecutive year of record diversity. Cal Poly noted all-time highs in enrolment of Hispanic/Latino, Asian, first-generation, and low-income students, crediting “intentional and strategic work to make [the campus] more reflective of the diversity of our state”.
If Gen Z grew up tech-savvy, Gen Alpha takes it further. They are the first generation to experience constant digital immersion from birth. Many had access to tablets before they could walk, and by around age 11, most already have a mobile phone. For them, Wi-Fi, apps, and streaming are simply part of daily life, not innovations.
This early and seamless exposure has made them fluent in digital environments. They learn to swipe before they can write, widely use YouTube, and gravitate toward short, visual, and interactive content on platforms like TikTok. Traditional, text-heavy approaches hold less appeal, and educators already note a growing preference for summaries over long-form reading.
What is the learning style of Gen Alpha? Gen Alpha students tend to be visual, interactive learners who are comfortable multitasking in digital environments. They often prefer short-form content and videos (having grown up on platforms like YouTube and TikTok) and learn well through gamification and hands-on exploration.
For higher education, this dual reality signals both opportunity and challenge. Gen Alpha will thrive in tech-enabled classrooms and adapt quickly to digital tools, but only if institutions deliver engaging, mobile-first, and frictionless experiences that match their expectations.
Example, 1:1 Device Programs for Digital Learning:Schools and colleges are increasingly providing personal devices to ensure Gen Alpha learners have constant access to online tools and content. Bowdoin College (USA) launched a Digital Excellence Commitment that equips every student with a 13-inch MacBook Pro, an iPad mini, and an Apple Pencil, plus required course software, regardless of financial need.. Initially begun during the pandemic to facilitate remote learning, Bowdoin’s program became permanent in 2022 after faculty saw how a common device platform spurred “numerous and unexpected learning and teaching innovations”.
3. Childhood in the COVID Era: Resilient but Impacted
Generation Alpha’s early years were shaped profoundly by COVID-19. The oldest were around 9 or 10 during the 2020 lockdowns, old enough to remember school closures, Zoom classrooms, and virtual birthdays. Some have even been nicknamed “Generation Covid,” underscoring how deeply the pandemic disrupted their formative experiences.
Yet these disruptions also bred resilience. Gen Alpha grew up watching their parents work remotely, mastering online learning platforms early on, and staying connected via FaceTime and Zoom. They learned early that the world is interconnected, a virus spreading globally, or friendships forming online, taught them how actions ripple across borders. Educators note that this has made many students flexible and globally aware.
Example, Virtual Global Exchanges Maintain Connection:Example, Virtual Global Exchanges Maintain Connection: When COVID-19 shuttered travel and classrooms, Penn State University’s College of Education used Experiential Digital Global Engagement (EDGE) to run virtual exchange classes with partners in countries such as Ecuador and Japan. American and Ecuadorian teacher trainees were paired as one-on-one “buddies” for weekly discussions, and later, Japanese college students joined in virtual seminars with Penn State classmates. Through these exchanges, students “developed friendships [and] learned a lot about language, culture, multilingualism and global awareness” despite never meeting in person.
Still, challenges remain. Teachers report learning loss, social delays, and uneven skills, particularly among those who missed hands-on early schooling. For higher ed, this means preparing to welcome students who are digitally skilled but may need added academic or social support to thrive.
4. A Looming Literacy and Learning Crisis
Gen Alpha faces what some experts call a literacy crisis. In 2022, only 33% of U.S. fourth graders were proficient in reading, the lowest rate in decades, down from 37% in 2017. That means two-thirds of 9- and 10-year-olds could not read at grade level, sparking widespread concern. Teachers report capable readers often avoid “complex or extended texts,” gravitating instead toward summaries and short-form content. The pandemic amplified these issues, disrupting early-grade instruction just as foundational skills were developing.
For higher education, this means incoming students may be digitally fluent yet uneven in academic literacy. Colleges will need bridge programs, tutoring, and first-year support to close gaps. Recruitment and communication strategies may also have to evolve, favouring concise text, visuals, and interactive formats better suited to Gen Alpha’s reading habits. At the same time, institutions can play a role in reversing these trends through innovative, tech-enabled literacy initiatives.
Example – New York City’s “NYC Reads” Phonics Initiative:Confronting a worrying drop in reading proficiency, the nation’s largest school district has overhauled how it teaches literacy. In 2023, New York City launched “New York City Reads,” a campaign to put “proven science-of-reading and phonics-based methods” at the core of all elementary instruction. Starting in the 2023–24 school year, every NYC public elementary school must adopt one of a few evidence-based, science-of-reading curricula, replacing the patchwork of programs used previously.
5. Behavioural and Mental Health Challenges in the Classroom
Teachers often describe Gen Alpha as creative and curious, but also more difficult to manage with traditional classroom discipline. Surveys show that misbehaviour and student morale have worsened since the COVID-19 pandemic, with many children struggling to focus, regulate emotions, or manage anxiety and depression. Some educators even lament that “the bar is the floor” when it comes to classroom readiness, as basic social skills and self-control lag behind earlier cohorts.
A major driver is digital overstimulation. Constant access to screens and instant entertainment has shortened attention spans, making structured, slower-paced classrooms feel tedious. Pandemic disruptions only compounded this problem, fueling apathy and disengagement. Pediatric experts warn that Gen Alpha is at higher risk of ADHD, anxiety, and depression than previous generations.
For higher ed, this means preparing for students who may arrive brilliant with tech but uneven in discipline, resilience, and emotional regulation. Colleges will need robust wellness services, proactive support systems, and learning approaches that balance rigor with engagement.
Example, in the United States, several states have passed laws to ensure students learn about mental health and get support. In 2019, Florida approved a rule requiring at least five hours per year of mental-health instruction for students in grades 6–12. Florida’s policy mandates at least “five hours of required instruction related to mental and emotional health” per year for students in grades 6–12. Lessons include recognizing signs of mental illness, finding help, and developing healthy coping strategies. Other states (such as New York and Virginia) have instituted similar requirements for integrating mental health into health education classes.
6. Independent Learners With a Skeptical Eye for Authenticity
Gen Alpha has grown up believing that knowledge is always just a click away. Many already feel that “there is nothing their teacher can teach them that they cannot discover online.” Information is available 24/7 through Google, YouTube, or even AI assistants, and this has fueled both independence and skepticism. They don’t passively accept authority; instead, they cross-check, self-learn, and seek multiple perspectives before forming opinions.
This independence comes with a demand for authenticity. They are wary of polished institutional messaging and are more likely to trust peer voices, reviews, and unfiltered student experiences. For universities, that means transparency will matter more than prestige. Peer-to-peer storytelling, student ambassadors, and honest engagement will resonate far more than glossy brochures.
Example,Lancaster University: In 2020, it engaged its student ambassadors to create content for a digital open-day campaign on TikTok. Students filmed honest, playful snippets about campus life and academics, which the university then used as ads. The result: over 10 million impressions and strong engagement from prospects.
7. Values-Driven: Inclusivity, Empathy, and Social Impact Matter
Generation Alpha is growing up in an era defined by both upheaval and progress, from climate change and social justice movements to greater representation in media. As a result, they are emerging as a values-driven cohort that places inclusivity, empathy, and impact at the core of how they see the world.
Research underscores this: Gen Alpha is growing up amid greater diversity and social awareness; U.S. children are increasingly diverse (about a quarter are Hispanic), and this cohort places strong emphasis on inclusion, fairness, and real-world impact. Many are drawn to careers that help the planet or improve lives, and they value authentic representation in media. Family and peer relationships remain central.”
For higher education, the implications are clear. Gen Alpha students will actively seek institutions that live their values, not just promote them. Colleges that demonstrate real commitments to sustainability, equity, and diversity, and that showcase authentic student voices leading these efforts, will stand out. This generation will be drawn to campuses where community, inclusivity, and social responsibility are visible every day.
Example, Connecticut’s Statewide Inclusive Curriculum Law: Gen Alpha’s commitment to inclusion and representation has already influenced legislation. In Connecticut, high school students successfully advocated for a more diverse history curriculum, leading the state to adopt a groundbreaking African American/Black and Puerto Rican/Latino studies requirement. Starting fall 2022, every Connecticut high school must offer an elective course on these communities’ contributions to U.S. history. The change came after students testified that their standard history classes “didn’t reflect their heritage.”
8. New Learning Preferences: Hybrid, High-Tech, and Hands-on
Gen Alpha has grown up in classrooms that blend formats, from traditional to fully remote. They’re highly flexible learners, with many indicating a preference for hybrid models and a minority favouring strictly on-campus courses. Many are open to fully remote learning if it’s engaging and high-quality.
Technology is central to their expectations. Sector surveys report expectations that universities will provide or loan essential devices like laptops or tablets. While 84% own smartphones, many lack personal laptops, highlighting their assumption that institutions will supply what’s needed. Fast Wi-Fi, mobile-first platforms, and seamless online access aren’t perks; they’re the baseline.
Gen Alpha also embraces emerging tech: Many are curious about AI tools (e.g., chatbots) and coding, often exploring these independently; in higher education, pilots increasingly integrate AI into coursework. Combined with their preference for project-based, experiential learning, this signals a need for universities to deliver hybrid, tech-enhanced, and hands-on programs that balance flexibility with meaningful outcomes.
Example, Bowdoin College’s Tech-Equipped, Experiential Learning:In addition to format flexibility, Gen Alpha craves hands-on, tech-enabled experiences. Bowdoin College (USA) exemplifies how institutions are responding on both fronts. Beyond providing every student with a MacBook Pro, iPad mini, and Apple Pencil (to ensure digital access), Bowdoin has invested in what it calls “digital equity…in tools essential for success in the twenty-first century.” All students and faculty have access to course-specific software and creative apps, leveling the field so that a geology major can 3D-model rock formations and an art student can experiment with Adobe Illustrator.
9. College on the Radar: High Aspirations, High Expectations
Despite speculation about younger generations skipping college, Gen Alpha shows strong intent to pursue higher education, yet with heightened expectations.
High Aspirations:Recent surveys indicate strong intent among teens to attend university; at the same time, expectations around flexibility, outcomes, and value are rising. Globally, demographers predict that over half of Gen Alpha will earn a degree, surpassing Gen Z.
Parental Influence: Raised largely by Millennials, Gen Alpha has absorbed a strong emphasis on education as a pathway to opportunity.
Example: The University of Arizona runs an annual “Arizona Road Trip” program where high school freshmen and sophomores visit campus for a day. The program brings high school freshmen and sophomores to campus for a day, giving an early taste of university life. Such programs are responses to parental interest – surveys by Morning Consult show that about 79% of Gen Alpha parents expect their child to get a four-year degree. Universities are capitalizing on this by expanding outreach to elementary and middle schools as well (STEM camps, coding competitions, etc., for young students).
Consumer Mindset: They view education as a service, expecting customization, relevance, and alignment with personal values. Academic reputation and location rank highest in their decision-making, closely followed by career outcomes.
Campus Expectations:
Tech-forward infrastructure: fast Wi-Fi, device support, smart study spaces, will be assumed, not optional. As one expert cautioned, “You can’t wake up and suddenly fix bandwidth or charging access when the Alpha generation arrives; you have to plan.”
Flexible learning formats: hybrid classes, online options, and stackable credentials – will matter.
Outcome-driven opportunities: internships, industry ties, and career development – will weigh heavily.
Bottom Line: Gen Alpha won’t dismiss higher ed; in fact, they’re poised to engage with it more than any previous cohort. But universities must deliver an experience that feels modern, future-focused, and worth the investment.
10. Preparation Is Key: Is Higher Ed Ready for Gen Alpha?
The oldest members of Generation Alpha will begin entering higher education in the late 2020s. That means colleges and universities need to start adapting now. Rising costs, shifting student expectations, and rapid digital change are already reshaping higher ed—and Gen Alpha will accelerate the pace.
Here’s how institutions can prepare:
Invest in Technology and Infrastructure
Ensure campus-wide high-speed connectivity, modern IT support, and cybersecurity.
Provide device support and experiment with AI tutors, adaptive learning platforms, and data analytics.
Evolve Teaching and Curriculum
Train faculty in hybrid pedagogy, active learning, and educational tech.
Update curricula with future-focused topics like AI literacy, digital ethics, and climate change.
Example: MIT’s Experiment with an AI Physics Tutor: At MIT, educators are rethinking course design itself with Gen Alpha’s digital proclivities in mind. In the introductory Physics I course (mechanics), MIT implemented an LLM-based tutor system to assist students with problem-solving practice. Essentially, the instructors developed a custom interface on top of ChatGPT where students can work through physics problems step-by-step, check the correctness of each step, and even request hints or explanations if they get stuck. This tool generates new practice problems on demand and flags any discrepancies between the student’s solution and the expected approach.
Enhance Student Services and Support
Expand academic tutoring, bridge programs, and wellness services.
Train advisors to handle highly informed, skeptical students who will come with detailed questions.
Foster Authentic Community
Create avenues for student voice and feedback.
Build inclusive, peer-driven communities both on-campus and online.
Communicate Value Clearly
Provide transparent data on graduate outcomes, alumni impact, and real career pathways.
Bottom line: Gen Alpha could inject creativity, entrepreneurship, and fresh ideas into higher ed. Institutions that start preparing now will be best positioned not only to serve this cohort but also to learn from them and innovate alongside them.
Example: MIT has implemented use cases in several courses where generative AI (LLMs) serve as practice tools or “tutors.” For instance, in their Physics I class, they used AI to provide guided practice problems, discrepancy checks, and support material for students to work through before live problem sessions. This model shows how institutions are integrating AI and digital tools directly into the curriculum to enhance learning, another example of the readiness higher ed will need for Gen Alpha.
Generation Alpha represents a new beginning for higher education. Born fully into the digital era, shaped by global events like COVID-19, and driven by values of inclusivity, empathy, and social impact, they will arrive on campus with high aspirations and equally high expectations.
Is Gen Alpha harder to teach? They can be challenging to teach with traditional methods, yes. Teachers find that Gen Alpha students often won’t passively sit through lectures or worksheets – their digitally trained brains crave interaction and stimulation. Standard classroom management tactics sometimes falter, as these kids might be less patient and more prone to distraction if not engaged.
Additionally, some arrive in class with weaker basic skills (due to the factors discussed above), making teaching them the usual curriculum harder without remediation. However, “harder to teach” doesn’t mean unable to teach; it means educators must adapt.
For colleges and universities, this means preparation cannot wait. From investing in digital infrastructure and adaptive teaching methods to strengthening student support services and demonstrating authentic values, institutions must begin laying the groundwork now. Gen Alpha will look for education that is flexible, technology-driven, and deeply connected to real-world outcomes.
The encouraging news is that these students are resilient, creative, and eager to make a difference. By embracing innovation and authenticity, higher ed has an opportunity not just to serve them well, but to evolve alongside them, building a learning environment that reflects the future they are poised to shape.
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Frequently Asked Questions
Question: What is the learning style of Gen Alpha? Answer: Gen Alpha students tend to be visual, interactive learners who are comfortable multitasking in digital environments. They often prefer short-form content and videos (having grown up on platforms like YouTube and TikTok) and learn well through gamification and hands-on exploration.
Question: What is the education of the Alpha Generation like? Answer: Generation Alpha’s educational experience has been distinct. They’ve grown up with personal technology from day one, many using tablets in preschool, and experienced hybrid or remote learning early due to COVID. Generation Alpha education is more personalized and tech-infused than past generations. Gen Alpha students often use online resources (YouTube, learning apps, even AI tools) alongside formal schooling. Going forward, they are expected to be the most educated generation in history, with over half projected to earn university degrees.
Question: Is Gen Alpha harder to teach?
Answer: They can be challenging to teach with traditional methods, yes. Teachers find that Gen Alpha students often won’t passively sit through lectures or worksheets – their digitally trained brains crave interaction and stimulation. Standard classroom management tactics sometimes falter, as these kids might be less patient and more prone to distraction if not engaged.
As the back-to-school season begins, educators and students alike are stepping into classrooms that look and feel increasingly different from just a few years ago. Technology is no longer just a supporting tool–it is a central part of how learning is delivered, personalized, and measured. From AI that helps teachers design lessons and personalize learning, to adaptive learning platforms that meet students where they are, education technology continues to evolve at a rapid pace.
Innovation is at the forefront this year, with districts embracing tools that support academic growth, streamline workflows, and foster deeper engagement. AI-powered tutoring, immersive experiences, and tools that enhance collaboration are just a few of the technologies entering classrooms and lecture halls. These resources are not only helping educators save time but also are equipping students with critical thinking, problem-solving, and digital skills they will need for future careers.
As schools balance new opportunities with challenges around implementation, equity, and data privacy, industry leaders and educators are offering valuable insights into what’s next. Teachers are sharing how these tools reshape day-to-day instruction, while technology providers are highlighting trends that will shape the coming year. Together, these perspectives paint a picture of a learning landscape that is both dynamic and adaptable, where innovation is guided by the shared goal of supporting student success.
This back-to-school season, the conversation is not just about new devices or apps, but about how technology and thoughtful innovation can transform education for all learners–making 2025 a year of possibilities, progress, and promise.
This school year, career and technical education (CTE) won’t just be an elective, but will be a priority. As more districts recognize the powerful outcomes tied to CTE, we’ll see a shift in graduation requirements to reflect what students actually need for their futures. That might mean rethinking four years of traditional math in favor of math courses that are career-aligned to specific career pathways. Administrators and superintendents are paying attention and for good reason. The data shows CTE not only boosts student outcomes, but also brings relevance back to learning. —Edson Barton, CEO, YouScience
Throughout my administrative experience, it has become increasingly evident that many educational preparation programs fall short in emphasizing the importance of fostering connection and relevance in learning from the student’s perspective. Too often, the pedagogical approach positions educators as drivers of a rigid, outdated instructional model, centered on the teacher in a highly directive role, rather than as reflective facilitators willing to ride alongside students on a learning journey. To shift this reality, I take every opportunity to embrace and share the practices promoted by PBLWorks, which offer a framework where students not only learn content and skills but do so in ways that are connected to their own interests and community. Through the Project Based Learning (PBL) methodology, learning becomes more personal, meaningful, and accountable, with expected learning products that showcase depth in student understanding and growth. Every school-age child has personal experiences from which to make connections, and with PBL, we are better equipped to serve all children effectively. While traditional testing data has its own importance in driving strategic moves, the outcomes derived from the application of learning are immeasurable in their long-term impact on career readiness. In our MSAP Norwalk implementation, shifting the approach requires more than updating curriculum units, it also demands a redefinition of the educator’s role as a collaborative team member in the classroom. Educators must evolve into co-learners and creative engineers of dynamic, student-centered learning environments. They must become comfortable with uncertainty and confident in guiding student discovery. Such a workshop-like classroom environment is essential for authentic PBL, which demands both deep preparation and flexible facilitation. Here, success is defined not only by content mastery but also by the authentic application of knowledge and skills. Importantly to note, the teacher is also a learner in this dynamic process. Ultimately, quality teaching and learning is measured not by the delivery of instruction but by the evidence of student learning. As I have grown in my leadership and implementation of the PBL framework, the phrase “I taught it, but they didn’t get it” is beyond obsolete, replaced by a continuous cycle of reflection, refinement, and real-world, relevant outcomes. Learning is represented dually in personalized student exemplars and in improved results on high-stakes assessments. –Victor Black Ed.D., Magnet School Assistance Program (MSAP) Norwalk Project Director, Norwalk Public Schools, Connecticut
Learning is fundamentally about meaning-making. It’s a dynamic human process that involves our whole selves. It involves the brain as well as emotions, attitudes and beliefs, relationships, environments, and contexts. AI can’t make meaning for you. If the AI makes the meaning for you, you haven’t learned anything–that is the core of distinguishing between what is useful AI that is going to advance learning, and what is hype that could actually be counterproductive and destructive to learning. – Auditi Chakravarty, CEO, AERDF
Welcome to your teaching journey. As we begin the 2025-26 school year, I want to extend my heartfelt welcome to our new educators. Your passion and fresh perspectives are invaluable assets to our learning community. I encourage you to remember that teaching is about building relationships. Get to know each student, learn their interests, challenges and dreams. Strong connections create the trust necessary for meaningful learning. Don’t hesitate to lean on your colleagues and mentors. Teaching can feel overwhelming, but you’re never alone. Seek guidance, share resources and collaborate whenever possible. Be patient with yourself as you find your rhythm. Focus on progress, not perfection, and celebrate small victories along the way. Most importantly, never lose sight of why you chose this profession. You have the power to change lives, one student at a time. –Dr. Debra Duardo, Superintendent of Schools, Los Angeles County & Board Member, Association of Latino Administrators and Superintendents (ALAS)
Hello, new teachers! As a 32-year veteran of teaching, I vaguely remember those first few days and weeks, but I do remember being thoroughly overwhelmed. So, my first piece of advice is to find yourself a mentor who can help you navigate the waters. Second, think outside the box. Educational technology has exploded in the last few years and us old people can’t keep up. Find something that works and immerse yourself in it. May I make a suggestion? Creation over consumption. Let’s give an example. VR is amazing. You and your students can “visit” places that you would never be able to take them on a field trip. Awesome! Do it! But I have found that creating our own VR experiences by integrating ClassVR with tools like ThingLink or DelightEx brings a whole new level of engagement and understanding. My last piece of advice? Love it! Love those kids. They need you. Bond with your colleagues. You need each other. You got this. I’m happy you’re part of the team. –Craig Dunlap, Blended Learning Teacher, Yealey Elementary School, Kentucky
I began teaching 25 years ago, and thirteen years ago I was introduced to Project-Based Learning (PBL). From that moment, I “enrolled.” PBL is not just a strategy, it’s a mindset. It transformed not only my students, but also me as an educator. Through engaging in and witnessing PBL, I have learned that it changes the way students view their education and their place in school. They no longer see themselves as passive recipients of information, but as active learners with a voice, a purpose, and a sense of belonging. PBL builds their self-efficacy, ignites their curiosity, and turns learning into a lifelong journey. Because learning in PBL is authentic, engaging, and connected to real life, every student can access it, every student feels valued, and every student has the chance to succeed. Most importantly, every student has the opportunity to be seen and to see themselves reflected in their education, their classrooms, and their school community. And while my primary goal as an educator has always been my students, I must say that PBL also transforms teachers in deeply positive ways. Unlike a scripted, one-size-fits-all curriculum, PBL gives teachers full autonomy to design, to create, and to make learning relevant. It allows us to become problem-solvers, innovators, and true professionals. As PBL teachers, we model exactly what we want from our students. PBL isn’t about checking boxes; it’s about unleashing your craft as an educator and showing your students what authentic, meaningful work looks like. What I have come to believe, after years of teaching and leading, is that PBL is not just a method of instruction, it’s a way of seeing students, teachers, and learning itself. It is the path that allows students to fall in love with learning, and teachers to love their craft. And once you experience it, it’s hard to ever imagine teaching any other way. –Beth Furnari, Principal, P-TECH Norwalk in Norwalk Public Schools, Connecticut
For new district administrators, don’t chase every shiny object. Education is full of vendors promising silver bullets. Anchor your decisions in what solves your district’s problems, not in what looks flashy. Additionally, remember to prioritize relationships over initiatives. People will follow your lead if they believe you value them, not just their output. When you prioritize relationships, oftentimes the initiatives naturally follow. For example, our district’s performing arts manager came to me with the idea ofvirtual set design knowing I’d be open to his ideas and willing to try something new. –Tim Klan, Administrator of Information and Instructional Technology, Livonia Public Schools, Michigan
In today’s educational landscape, our instructional strategies must evolve to meet the needs of digital-native learners. While traditional resources have their place, we recognize that deep engagement often requires more immersive and interactive experiences. To bridge this gap, our school district has strategically implemented virtual reality (VR). For the past five years, our schools have been utilizing the ClassVR platform by Avantis. This technology has proven to be a powerful tool for transcending the physical limitations of the classroom. The moment students see the VR kits arrive, a visible excitement builds for the learning ahead. These curated experiences are not simply virtual field trips; they are pedagogical springboards that empower students to explore historical eras, global locations, and complex scientific concepts. Most importantly, VR provides a unique medium for fostering essential skills in observation, critical analysis, and content creation. –Kyle Kline, Director of Digital Learning, Twin Lakes School Corporation, Indiana
In the 2025 to 2026 school year, we will see a greater push for ongoing, explicit instruction in foundational literacy skills for older students. Most students need ongoing, developmentally appropriate, explicit literacy instruction in upper elementary and middle school, but very few of them receive it. Most students in grades 4-8 do not receive explicit instruction for crucial foundational skills that older students need to develop, like decoding multisyllabic words. More often than not, teachers in grades 4-8 lack the resources, time, or training to provide explicit instructional support to help their students continue to grow as readers. Giving teachers what they need to support their students will certainly be part of the solution, along with more targeted interventions that provide support to students where they need it. – Rebecca Kockler, Executive Director, AERDF’s Reading Reimagined Program
After decades of progress narrowing gender gaps in STEM, the pandemic may have set girls back significantly–and the gap is likely to grow wider unless schools and policymakers act quickly. New NWEA research reveals that pandemic-era setbacks hit middle school girls hardest in math and science, erasing decades of progress. With fewer girls now enrolling in 8th-grade Algebra–a key gateway to advanced STEM coursework–there’s a real risk that fewer young women will pursue STEM in high school, college, and careers. To reverse this trend, schools will need to closely monitor gender participation in key STEM milestones, expand access to advanced coursework, provide early interventions and academic supports, and examine classroom practices to ensure girls are being actively engaged and encouraged in math and science. Without these steps, the future STEM talent pipeline will be less diverse and less equitable. – Dr. Megan Kuhfeld, Director of Growth Modeling and Analytics, NWEA
Reliable, longitudinal student data is critical to drive strategic action. As federal support for education research is scaled back and key data collection efforts remain uncertain, districts and states may find themselves without trusted information to guide decisions. In the absence of these investments, schools will need to rely more heavily on research organizations and data partners that can offer the longitudinal insight and analytical capacity schools need to understand where students are, where they’re headed, and how to support them. With academic recovery proving slower and more uneven than expected, schools need evidence-based insights to navigate this complex landscape. Expect a growing shift toward research-backed, nonpartisan data sources to fill the vacuum and support smarter, more equitable decision-making. – Dr. Karyn Lewis, Vice President of Research and Policy Partnerships, NWEA
As cybersecurity becomes an increasing risk for K-12 districts this year, it’s more critical than ever that IT leaders establish a culture of security at the start of the school year. Schools are continuously working to maintain 1:1 technology without compromising user safety or straining budgets, and asset tracking and inventory management is an integral part of that process. With shrinking IT teams working to track thousands of devices across schools, having a centralized asset management system allows districts to avoid costly surprises and manage devices more efficiently. It helps them to monitor device location and application use, make targeted and data-backed incident response decisions, and identify assets potentially affected by a security breach. It also streamlines the inventory auditing process, which allows school IT teams to track and manage the maintenance and updating needs of deployed devices, both of which function to improve security. Cyberattacks are not only becoming more frequent, but more complex and it’s time for schools to safeguard their technology by investing in smarter, more resilient solutions that protect learning environments and support long-term success. —Bill Loller, Chief Product Officer, Incident IQ
As a new principal, your most important work is building relationships. That includes building and strengthening the trust with your staff, as well as your parents and families. Take the time to make those connections, to listen to people and get to know them. In Hawaii, we have a term “ahonui” which means “waiting for the right moment.” As a principal, you need to know when it’s the right time to act and when it’s the right time to listen. As a new leader, it’s natural to have a sense of urgency: You have a long list of things you want to do to help kids be safe and learn, but to do that you first need to honor what has been done so far. By getting to know the people who make up your school community you’ll learn how you can enhance it. To help build my relationship with my teachers, especially the new ones, we have an onboarding day the day before teachers report back. This is my chance to introduce them to some of the things that we have going on and the structures we have in place to support them as they teach. We introduce them to some tech tools that our school has that others don’t, like the AI-powered tutoring app SuperTeacher–but we try not to overload them because we understand that for a new teacher (or even a teacher who’s new to our school) it can be overwhelming if we just upload a lot of initiatives and must-dos and expectations. Instead, we get to know each other, and my vice principal and I share the theme we’ve come up with for each school year. Our theme for this year is “alu i ka hana me ke kuana’ike like,” which means “to join together in the work with a unified mindset.” – Derek Minakami, Principal, Kāneʻohe Elementary School, Honolulu, HI
Through my years of teaching, I have found myself talking less and listening to students more. It’s important to make space for student voices to help create richer discussions and more meaningful learning experiences that connect to their own lives. At the same time, grounding those experiences in strong scientific practices ensures that learning is both engaging and rigorous. As a new school year begins, I encourage every teacher to connect the learning happening in your classroom to potential career paths and help students see the real-world impact of what they’re studying. –Mike Montgomery, Natural Resources Teacher, Littleton Public Schools EPIC Campus (recently featured in the “Building High-Impact CTE Centers: Lessons from District Leaders” e-book)
Everyone is working with fewer resources this school year. As the number of bilingual and multilingual students continues to grow, it will be important for teachers to be creative and resourceful in how they are using those limited resources to support ELL students. For example, they can look outside their school for resources and partnership opportunities with businesses, non-profit associations and higher education institutions. They can also seek out grant funding that is specific for bilingual students. Multilingualism is a superpower, but English language learners face unique barriers that can put them at a disadvantage compared to their native-English-speaking peers. It is critical to continue to advocate for these students and be creative in finding ways to help them grow this superpower. Teachers: you will be key to ensuring shifting policy decisions and uncertain budgets don’t result in our most vulnerable students being left behind. –Ulysses Navarrete, Executive Director, Association of Latino Administrators and Superintendents (ALAS)
As we begin this new academic year, I want to thank you for the incredible work you do each day to inspire and shape the minds of our students. In times when our nation–and especially Los Angeles–faces critical conversations about democracy and social justice, your role is more important than ever. Let us empower our students to think critically, question thoughtfully, and express their voices in meaningful ways–whether through essays, art, letters, or dialogue. Together, we have the opportunity to guide them toward becoming informed, compassionate, and courageous leaders who can influence the future. Your dedication matters, and the impact you make will be felt far beyond the classroom walls. –Ruth Perez, Ed.D., Deputy Superintendent, Los Angeles County Office of Education & Board Member, Association of Latino Administrators and Superintendents (ALAS)
One thing we often hear from school districts is that after they purchase new technology, there is a lag in implementation. To ensure technology products improve teaching and learning in year one, I recommend district IT leaders work with companies that act as true partners with the district, offer built-in professional development, and provide opportunities for schools to learn best practices from each other. To help with adoption, districts can handle implementation in small increments to not overwhelm teachers, enlist classroom innovators who can lead the charge on integrating new technologies, and offer opportunities for teachers to learn from others who are implementing the technology. –Gillian Rhodes, Chief Marketing Officer, Avantis Education, creators of ClassVR
Students learn best when they are engaged. My advice to new teachers is to find new, innovative ways to make learning relevant to real life. This will help students get more out of their lessons and prepare them for the world. Technology is a powerful way to do this. Providing immersive experiences such as through virtual or augmented reality can help teachers connect classroom concepts with real-world experiences. Whether it’s virtually touring ancient ruins, traveling through a blood vessel to learn about the circulatory system, or visiting a job site to learn about that career path–immersive experiences like these can help improve student-engagement and take instruction to the next level. –Gillian Rhodes, Chief Marketing Officer, Avantis Education, Creators of ClassVR
While school safety conversations often focus on rare but severe emergencies, day-to-day medical incidents remain among the most frequent challenges schools face. From asthma attacks and allergic reactions to seizures, many medical emergencies occur away from the nurse’s office or outside traditional classrooms, making rapid response crucial. This school year, we will see the continued prioritization of real-time alert systems that enable immediate action in medical emergencies. Location-aware tools and mapping technology, such as the strategic placement of AEDs, help responders quickly locate life-saving equipment and reach incident scenes without delay. Since teachers and staff are often the first to respond, they need easy and accessible ways to summon help quickly. —Dr. Roderick Sams, Chief Development Officer, CENTEGIX
Reading fluency is a foundational skill for lifelong learning, even more so in an ever-changing, technology-based world. As such, supporting students in developing their reading fluency goes beyond building in time for practice. It is important for new and experienced teachers alike to understand that students need access to high-quality, research-based curriculum; differentiated lessons and small groups; multi-level systems of support; and well-implemented, quality instructional technology. It is also important for teachers to implement a repertoire of strategies and tools to specifically support literacy development. While there is no substitute for a differentiated reading lesson taught using high-quality curriculum by a highly-qualified educator, instructional technology is an excellent resource to further support student learning! When implemented effectively, and paired with teacher-led lessons, instructional technology platforms allow teachers to track student growth in real time, provide differentiated supports that target the needs and goals of individual students, and extend learning beyond teacher-led lessons. In a world of staffing shortages, larger class sizes, and ever-changing demands on educators, instructional technology can be an excellent supplemental support to further student achievement and learning. Building fluent readers sets our students up for success far beyond the classroom, empowering them to continue to challenge themselves and grow into the future with confidence and skills to succeed in a society with careers and livelihoods that will surely look very different from what we now see. –Sam Schwartz, Associate Principal,La Causa Charter School, aFluency Innovator Grant recipient
As a science teacher, I believe there is no replacement for hands-on learning experiences, so I suggest starting each year with an activity where students make measurements using tools or items around the classroom. This way, once students are given access to data-collection sensors and probeware for scientific investigations throughout the year, they have a better understanding and appreciation for why we use the technology. When it comes to labs and measurements, even for inquiry-based experiments, teachers should always do their own dry run of the data-collection process first. This allows teachers to see any stumbling blocks in the collection process and have a data set to refer to during the class discussion. Also, a class set of data gives students a basis of comparison when they are looking at their own data-collection practices and it allows students who may have been absent or unable to collect data at the time to still engage in the analysis process. –Kathleen Shreve, Physics Teacher,Homestead High School, California & Member, Vernier Trendsetters Community
There’s incredible untapped potential in the wealth of data that schools already collect. Districts are sitting on years of attendance patterns, assignment completion rates, and family engagement metrics–all of which could predict which students need support before they hit crisis mode. With federal benchmarks unreliable and new assessments being expensive, 2025-26 is going to be the year districts finally turn inward to the data they already have. The challenge isn’t collecting more information–it’s making existing data actionable for teachers and families. – Dr. Joy Smithson, Data Science Manager, SchoolStatus
As a new teacher starting the school year, remember that you can’t pour from an empty cup. Take care of yourself first—set clear work hours, protect time for rest, and don’t feel guilty about saying no when needed. Building relationships with colleagues and families is important, but healthy boundaries make those connections stronger and more sustainable. Start small: be approachable, communicate clearly, and show consistency. When you balance self-care with professionalism, you’ll create space to thrive both inside and outside the classroom. –Betsy Springer, Instructional Coach, Gull Lake Community Schools & a Teacher Leader Impact Award winner
High school attendance is in crisis, and it’s about to force the conversation we’ve been avoiding for decades. When nearly 30 percent of high schoolers are chronically absent, we’re seeing clear signals that many students need different pathways to engagement and success. The districts that survive this attendance crisis will be the ones brave enough to completely reimagine what high school looks like, with flexible schedules that let students apprentice during traditional school hours and partnerships with local employers who can show students why their education matters. – Dr. Kara Stern, Director of Education, SchoolStatus
The start of every school year is charged with possibility, with students and educators alike bringing energy, curiosity, and the excitement of new connections. That momentum can be a powerful tool as schools work to strengthen their Project Based Learning (PBL) practices. The insight is simple: PBL succeeds when schools build a culture where questions are encouraged, collaboration is natural, and feedback is welcomed. Without that culture, projects risk becoming just activities or separating into silos. With it, PBL becomes transformative–helping students see themselves as capable learners and community members who are encouraged to ask what’s possible and empowered to act. My advice is to use the energy of the new year to establish that culture early. Invite students and teachers to share their thinking openly, model vulnerability by sharing your own work-in-progress, and normalize feedback as a gift. When we frame PBL not only as project-based learning, but as possibility, belonging, and love, we create the conditions where authentic learning thrives, and we sustain that momentum from the first day of school through the last. –Taya Tselolikhina, Director of District and School Leadership, PBLWorks
Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.
Five years after the start of the pandemic, one of the most surprising ways that school has profoundly, and perhaps permanently, changed is that students aren’t showing up. Here are some insights from a May symposium at the American Enterprise Institute where scholars shared research on the problem of widespread absenteeism.
1. Chronic absenteeism has come down a lot from its peak in 2021-22, but it’s still 50 percent higher than it was before the pandemic.
Roughly speaking, the chronic absenteeism rate nearly doubled after the pandemic, from 15 percent of students in 2018-19 to a peak of almost 29 percent of students in 2021-22. This is the share of students who are missing at least 10 percent, or 18 or more days, of school a year. Chronic absenteeism has dropped by about 2 to 3 percentage points a year since then, but was still at 23.5 percent in 2023-24, according to the most recent AEI data.
Related: Our free weekly newsletter alerts you to what research says about schools and classrooms.
Chronic absenteeism is more than 50 percent higher than it used to be. There are about 48 million public school students, from kindergarten through 12th grade. Almost 1 in 4 of them, or 11 million students, are missing a lot of school.
2. High-income students and high achievers are also skipping school.
Absenteeism cuts across economic lines. Students from both low- and high-income families are often absent as are high-achieving students. Rates are the highest among students in low-income districts, where 30 percent of students are chronically absent, according to AEI data. But even in low-poverty districts, the chronic absenteeism rate has jumped more than 50 percent from about 10 percent of students to more than 15 percent of students. Similarly, more than 15 percent of students in the highest-achieving school districts (the top third) are chronically absent, up from 10 percent in pre-pandemic years.
“Chronic absenteeism affects disadvantaged students more often, but the rise in chronic absenteeism was an unfortunate tide where all boats rose,” said Nat Malkus, deputy director of education policy studies at AEI.
The data show strikingly large differences by race and ethnicity, with 36 percent of Black students, 33 percent of Hispanic students, 22 percent of white students, and 15 percent of Asian students chronically absent. But researchers said once they controlled for income, the racial differences were not so large. In other words, chronic absenteeism rates among Black and white students of the same income are not so disparate.
3. Moderate absenteeism is increasing.
Everyone is missing more school, not just students who are frequently absent. Jacob Kirksey, an associate professor of education policy at Texas Tech University, tracked 8 million students in three states (Texas, North Carolina and Virginia) from 2017 to 2023. Half had “very good” absentee rates under 4 percent in 2019. By 2023, only a third of students were still going to school as regularly. Two-thirds were not.
“A lot of students who used to miss no school are now missing a couple days,” said Ethan Hutt, an associate professor at the University of North Carolina at Chapel Hill, who noticed the same phenomenon in the North Carolina data that he studied. “That’s just become the norm.”
4. Many students say they skip because school is ‘boring.’
Researchers are interviewing students and families to try to understand why so many kids are skipping school.
Kevin Gee, a professor of education at the University of California, Davis, analyzed surveys of elementary, middle and high school students in Rhode Island from 2016 to 2024. He found that more students are reporting missing school for traditionally common reasons: not getting enough sleep and illness.
After the pandemic, parents are more likely to keep their kids home from school when they get sick, but that doesn’t explain why absenteeism is this high or why physically healthy kids are also missing so much school.
Gee found two notable post-pandemic differences among students in Rhode Island. Unfinished homework is less of a reason to skip school today than it used to be, while more elementary school students said they skipped school because “it’s boring.”
Researchers at the symposium debated what to do about school being boring. Some thought school lessons need to be more engaging for students who may have shorter attention spans. But others disagreed. “I think it’s OK for school to be boring,” said Liz Cohen, a research fellow at the Johns Hopkins Institute for Education Policy. “We need to adjust expectations that school should be as exciting as ‘Dora the Explorer’ all the time.”
5. Mental health issues contribute to absenteeism.
Morgan Polikoff, a professor of education at the University of Southern California, has also analyzed surveys and noticed a “strong connection” between mental health struggles and chronic absenteeism. It was unclear if the increase in mental illness was triggered or exacerbated by the pandemic, or if it reflects anxiety and depression issues that began before the pandemic.
He’s interviewing families and teenagers about why they’re absent, and he says he’s seeing high levels of “disengagement” and mental illness. Parents, he said, were often very concerned about their children’s mental health and well-being.
“Reading the transcripts of these parents and kids who are chronically absent is really difficult,” said Polikoff. “A lot of these kids have really severe traumas. Lots of very legitimate reasons for missing school. Really chronic disengagement. The school is not serving them well.”
6. Showing up has become optional.
Several researchers suggested that there have been profound cultural shifts about the importance of in-person anything. Seth Gershenson, an economist and associate professor of public affairs at American University, suggested that in-person school may seem optional to students in the same way that going to the office feels optional for adults.
“Social norms about in-person attendance have changed, whether it’s meeting with the doctor or whatever,” said Gershenson, pointing out that even his graduate students are more likely to skip his classes. “We’re going to be absent now for reasons that would not have caused us to be absent in the past.”
At the same time, technology has made it easier for students to skip school and make up the work. They can download assignments on Google Classroom or another app, and schedule a video meeting with a classmate or even their teacher to go over what they missed.
“It is easier to be absent from school and make up for it,” said USC’s Polikoff. In his interviews, 39 of the 40 families said it was “easy” to make up for being absent. “People like that everything is available online and convenient. And also, there is absolutely no question in my mind that doing that — which is well-intentioned — makes it much easier for people to be absent.”
The numbers back that up. Gershenson calculated that before the pandemic, skipping 10 days of school caused a student to lose the equivalent of a month’s worth of learning. Now, the learning loss from this amount of absenteeism is about 10 percent less; instead of losing a month of school, it’s like losing 90 percent of a month. Gershenson said that’s still big enough to matter.
And students haven’t felt the most severe consequence: failing. Indeed, even as absenteeism has surged, school grades and graduation rates have been rising. Many blame grade inflation and an effort to avoid a high school dropout epidemic.
7. Today’s absenteeism could mean labor force problems tomorrow.
Academic harm may not be the most significant consequence of today’s elevated levels of chronic absenteeism. Indeed, researchers calculated that returning to pre-pandemic levels of chronic absenteeism would erase only 7.5 percent of the nation’s pandemic learning losses. There are other more profound (and little understood) reasons for why students are so far behind.
More importantly, the experience of attending school regularly doesn’t just improve academic performance, researchers say. It also sets up good habits for the future. “Employers value regular attendance,” said Gershenson. He said employers he has talked to report having trouble finding reliable workers.
“There’s much more than test scores here,” Gershenson said. “This is a valuable personality trait. It’s part of a habit that gets formed early in school. And we’ve definitely lost some of that. And hopefully we can bring it back.”
Next week, I’ll be writing a follow-up column about how some schools are solving the absenteeism puzzle — at least with some students — and why the old pre-pandemic playbooks for reducing absenteeism aren’t working as well anymore.
The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.
At the recent CUPA-HR Spring Conference in Seattle, artificial intelligence was a major topic of conversation, from session rooms to hallway discussions. AI has reshaped how many HR pros operate. It’s now being used as a daily tool, whether as a personal assistant for daily tasks or a strategic thought partner in decision-making.
Here’s how higher ed HR is using AI now.
Drafting communications and messaging. AI can help draft everything from emails to campus-wide communications. At her spring keynote, Jennifer Parker of the Colorado Community College System said she uses ChatGPT to rewrite her emails to be more formal in tone. She also recommends trying out AI to make internal communications more creative and tailored, like an inspiring message inviting specific groups of employees to review their benefits during open enrollment.
Making meetings more productive and presentations easier. AI is helping HR pros compile, organize and summarize their meeting notes. AI can also make checklists and to-do’s following meetings. Use AI to create slide decks and scripts for presentations.
If you’re looking to maximize your time, quickly make your longer meeting notes — like those from the recent CUPA-HR conference — into a conversational podcast using Google’s NotebookLM tool.
Helping you with internal talent development or coaching for individual career paths. AI can help you create a training or professional development program in record time, like Jennifer Parker did with her civility training program. It can also act as a career coach when used with the right prompts.
Assisting in talent acquisition. With AI, writing job descriptions has never been easier. For interviews, enter in a job description and ask AI to come up with applicable interview questions or ask for help in creating interview questions that are more neuroinclusive.
Injecting some creativity throughout the day. Members also shared imaginative uses of AI, like using Doodly to create animated whiteboards, asking ChatGPT to turn selfies into Lego minifigures, or using Canva’s AI features to make eye-catching designs.
Scaling Up
AI can do amazing things when used on a larger scale. HR pros are tackling more extensive projects with AI, often in collaboration with other departments.
Analyzing feedback and surveys. AI can process the results of open-ended survey questions and help identify themes to make surveys more effective than ever, with the partnership of survey experts and AI practitioners on campus.
See how Harvard University’s Center for Workplace Development used AI in combination with HRIS data to create a strategic needs assessment survey.
Brainstorming and researching for deeper insights. Proprietary software like Microsoft Copilot enables a deeper dive into existing institutional information and data. By uploading your institution’s mission and strategic priorities, you can accomplish any number of initiatives. Try creating recruitment materials, professional development programs, performance metrics and evaluations, or even a strategic priorities document specific to HR.
During their presentation, the talent management team at Grand Valley State University shared how they integrated AI into their process for creating core competencies. AI assisted them in brainstorming key competencies, cross-checking those competencies with their institutional values, and transforming them into action-oriented language.
Training Others on AI. Many HR leaders have been encouraging their employees to experiment with AI, including launching trainings or directing staff to existing trainings. For example, Microsoft offers general Copilot trainings and HR-specific trainings, all self-directed.
While AI adoption is picking up speed, there are certainly challenges in incorporating it into your workflow. Spring conference attendees mentioned concerns ranging from legal compliance to ensuring truth and authenticity in communication. But used with safeguards, AI has the potential to free up time and allow HR to do what it does best: the fundamentally human work of caring for the people on your campus.
Earnings data—especially at subject level—has become key to debates about the value of higher education.
But we know far less about how graduates themselves experience their early careers. Until now, subject-level data on graduate job quality—how meaningful their work is, how well it aligns with their goals, and whether it uses their university-acquired skills—has been missing from the policy debate.
My new study (co-authored with Fiona Christie and Tracy Scurry and published in Studies in Higher Education) aims to fill this gap. Drawing on responses from the 2018-19 graduation cohort in the national Graduate Outcomes survey, we provide the first nationally representative, subject-level analysis of these subjective graduate outcomes.
What we find has important implications for how we define successful outcomes from higher education—and how we support students in making informed choices about what subject to study.
What graduates tell us
The Graduate Outcomes survey includes a set of questions—introduced by HESA in 2017—designed to capture core dimensions of graduate job quality. Respondents are asked (around 15 months after graduation) whether they:
find their work meaningful
feel it aligns with their future plans
believe they are using the skills acquired at university
Our analysis shows that most UK graduates report positive early-career experiences, regardless of subject. Across the sample, 86 per cent said their work felt meaningful, 78 per cent felt on track with their careers, and 66 per cent reported using their degree-level skills.
These patterns generally hold across disciplines, though clear differences emerge. The chart below shows the raw, unadjusted proportion of graduates who report positive outcomes. Graduates from vocational fields—such as medicine, subjects allied to medicine, veterinary science, and education—tend to report particularly strong outcomes. For instance, medicine and dentistry graduates were 12 percentage points more likely than average to say their work was meaningful, and over 30 points more likely to report using the skills they acquired at university.
However, the results also challenge the narrative that generalist or academic degrees are inherently low value. As you can see, most subject areas—including history, languages, and the creative arts, often targeted in these debates—show strong subjective outcomes across the three dimensions. Only one field, history and philosophy, fell slightly below the 50 per cent threshold on the skills utilisation measure. But even here, graduates still reported relatively high levels of meaningful work and career alignment.
Once we adjusted for background characteristics—such as social class, gender, prior attainment, and institutional differences—many of the remaining gaps between vocational and generalist subjects narrowed and were no longer statistically significant.
This chart shows the raw proportion of 2018-19 graduates who agree or strongly agree that their current work is meaningful, on track and using skills, by field of study (N = 67,722)
Employment in a highly skilled occupation—used by the Office for Students (OfS) as a key regulatory benchmark—was not a reliable predictor of positive outcomes. This finding aligns with previous HESA research and raises important questions about the appropriateness of using occupational classification as a proxy for graduate success at the subject level.
Rethinking what we measure and value
These insights arrive at a time when the OfS is placing greater emphasis on regulating equality of opportunity and ensuring the provision of “full, frank, and fair information” to students. If students are to make informed choices, they need access to subject-level data that reflects more than salary, occupational status, or postgraduate progression. Our findings suggest that subjective outcomes—how graduates feel about their work—should be part of that conversation.
For policymakers, our findings highlight the risks of relying on blunt outcome metrics—particularly earnings and occupational classifications—as indicators of course value. Our data show that graduates from a wide range of subjects—including those often labelled as “low value”—frequently go on to report meaningful work shortly after graduation that aligns with their future plans and makes use of the skills they developed at university.
And while job quality matters, universities should not be held solely accountable for outcomes shaped by employers and labour market structures. Metrics and league tables that tie institutional performance too closely to job quality risk misrepresenting what higher education can influence. A more productive step would be to expand the Graduate Outcomes survey to include a wider range of job quality indicators—such as autonomy, flexibility, and progression—offering a fuller picture of early career graduate success.
A richer understanding
Our work offers the first nationally representative, subject-level insight into how UK graduates evaluate job quality in the early stages of their careers. In doing so, it adds a missing piece to the value debate—one grounded not just in earnings or employment status, but in graduates’ own sense of meaning, purpose, and skill use.
If we are serious about understanding what graduates take from their university experience, it’s time to move beyond salary alone—and to listen more carefully to what graduates themselves are telling us.
DK notes: Though the analysis that Brophy et al have done (employing listwise deletion, examining UK domiciled first degree graduates only) enhances our understanding of undergraduate progression and goes beyond what is publicly available, I couldn’t resist plotting the HESA public data in a similar way, as it may be of interest to readers:
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In recent years, the rise of AI technologies and the increasing pressures placed on students have made academic dishonesty a growing concern. Students, especially in the middle and high school years, have more opportunities than ever to cheat using AI tools, such as writing assistants or even text generators. While AI itself isn’t inherently problematic, its use in cheating can hinder students’ learning and development.
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The UK continues as a global leader in research and innovation and our universities are uniquely strong contributors, among which are the highest performing in the world. We have some of the highest-intensity innovation ecosystems in the world, with universities as the core driver. As a country, our invention record is well recognised. The UK, with its powerful life sciences effort, delivered one of the first UK COVID-19 vaccines, saving millions of lives around the world and only possible because of long-standing investment in research that became serendipitously essential. In cities across the UK, universities act as pillar institutions with positive and reinforcing effects on their local economies. We have a rich network of specialist institutions that excel in music, the arts, medicine and life sciences. Our universities continue to deliver discoveries, technologies, creative insights, talent for our industries and public services and so much more. Many have the scale and reach to deliver across the full span of research and innovation to enterprise and commercialisation.
A unique feature, and underpinning this extraordinary record, is our dual support funding system. That system balances competitive grant funding from UKRI Research Councils, charities, business, and others with long-term stable underpinning funds to enable universities to pursue ambitious and necessary strategies, develop research strengths, foster talent, pivot towards new fields, collaborate and maintain research infrastructure.
However, the sector faces unprecedented challenges. Erosion of the value of student fees and the growing costs of delivering education, disruptions to anticipated income from international student fees, a slow erosion of the value of QR, rising costs of research and a mismatch between this and cost recovery from grants has created a perfect storm and unsustainable operating models for most institutions. The additional £5bn a year in funding from universities’ own surpluses towards research and innovation is no longer guaranteed. The sector has and continues to evolve in response to a changing landscape, but consideration is needed about how best to support the sector to change.
Research England’s role is to support a healthy, dynamic, diverse, and inclusive, research and innovation system in universities in England6. We work by facilitating and incentivising system coherence, acting as both champion and challenger. In partnership we aim to create and sustain the conditions for the system to continue delivering excellence and leverage resources far beyond funding provided by government. We are working to enhance the data and evidence to support our role as expert, evidence-based funder and on the outcomes that the funding delivers. In fulfilling this role and against the current context, Research England has two initiatives that we will be taking forward in the coming weeks.
Our ongoing programme to review the principles underpinning our funding and mechanisms by which we allocate research funds to institutions has reached a point where we are seeking to increase the visibility and transparency of how these funds are deployed by institutions. We are developing an approach, designed to be light touch and low burden that asks universities to report back on their use of strategic institutional research funding. We will begin testing the approach with a selection of institutions in the coming months and, subject to the outcomes of this initial engagement, aim to roll out a pilot with institutions in the 2025/26 academic year. We will be communicating to institutions directly about the pilot in the early Autumn. In the second phase of this work, we intend to work with institutions to develop a forward-looking strategic element that will give insight into plans and then how decisions are made about the deployment of funding. For the programme, we are also reviewing the effectiveness of the different unhypothecated and ring-fenced research funds provided to institutions. When fully implemented, the information we will acquire will enable Research England greater visibility of the role of institutions and the contribution of our formula-based research funding (including QR) to the research and innovation system while also contributing to efforts to have more systematic and timely data.
A second strand of work is our programme to monitor the implications for the sustainability of research in universities against the current financial context. We are seeking to better understand how challenges are impacting universities’ ability to deliver research and innovation and maintain research capabilities, capacity, and facilities and, in turn, further strengthen assurance with more robust data. In partnership with the Department for Innovation Science and Technology, we have commissioned the Innovation Research Caucus with OMB Research Ltd to undertake a survey into how institutions are responding to current pressures with respect to research and innovation. The survey will provide important data that can support advice to government and others on the extent of universities’ financial challenges, how these issues are being managed, and how this impacts their investment and planning in the research and innovation space. The approach is to provide insights that are currently not available at an aggregate level or in a timely way through national data sets. Additionally, Research England will be asking institutions to report on material changes they are making to research and innovation capabilities and capacity or in relation to wider changes in institutional form or organisation when these may affect the basis on which our funding is awarded.
We continue to see our role as facilitator, enabler and partner and believe we have a strong reputation for having timely and robust insights into the conditions underpinning our great research and innovation system. These two programmes of work are being taken forward in support of universities and, against the current backdrop, will strengthen Research England’s fundamental role in the research and innovation system. We look forward to working in close partnership with universities as we take these critical work programmes forward.
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As artificial intelligence (AI) becomes an integral part of modern education, instructional coaches play a pivotal role in guiding teachers on its implementation, bridging the gap between emerging educational technologies and effective classroom practices.
As trusted mentors and professional development leaders, they guide teachers in implementing AI tools thoughtfully, ensuring that technology enhances student learning while aligning with pedagogical best practices. This article briefly synthesizes responses from instructional coaches regarding their experiences, challenges, and recommendations for integrating AI into K-12 education.
Ten instructional coaches, all with advanced degrees, had the following insights into the instructional use of AI in K12 education. They all have more than 10 years of experience in education and work across all three types of school environments: urban, suburban, and rural.
The coaches reported that AI is used for various instructional purposes. The most-cited applications included providing feedback on student work, creating professional development materials, supporting writing and content generation, creating course content, and enhancing accessibility for students with special needs. Many coaches note that AI tools assisted in grading assignments, offering real-time feedback, and supporting differentiated instruction. AI-powered feedback helps teachers provide more personalized responses without increasing their workload. Regarding professional development, AI is being used to generate training content for teachers, ensuring they stay updated on educational trends. Coaches are leveraging AI to curate research, synthesize best practices, and develop instructional strategies tailored to their schools. They encourage teachers and students to utilize AI for brainstorming, outlining essays, and improving writing mechanics.
Perceived impact of AI on instruction
The vast majority of instructional coaches expressed positive expectations regarding AI’s potential to reduce educator workload, create personalized learning experiences, and improve access for students with disabilities. However, perspectives on AI’s overall impact on education varied. While most believe AI has positively influenced instruction, a few remain cautious about its potential risks. One coach suggested that allowing students to utilize the tools in a structured setting and teaching them to use AI as a tool is one of the biggest potentials for generative AI in education. About three-fourths of coaches feel that AI will reduce teacher workload by automating repetitive tasks such as grading and data analysis.
Concerns about AI in education
While AI presents numerous benefits, instructional coaches also raised concerns about its potential drawbacks, including ethical dilemmas, student engagement challenges, and equity issues. Despite its advantages, instructional coaches identified several challenges and ethical concerns. They worry some students will use AI tools without critically engaging with the material, leading to passive learning and an overreliance on generative tools. Some had concerns that AI-generated content could reduce the need for creativity and independent thought. Coaches worry that AI makes it easier for students to plagiarize or rely on generated answers without truly understanding concepts which can negatively impact academic integrity. Coaches cite technical challenges as well. Educators face issues with AI tool reliability, compatibility with existing learning management systems (LMS), and steep learning curves. The coaches mentioned that some schools lack the infrastructure to support meaningful widespread AI integration.
Several ethical and privacy concerns were mentioned. AI tools collect and store student data, raising concerns about data privacy and security–particularly with younger students who may be less aware or concerned about revealing personally identifiable information (PII). They mention the need for clear guidelines on responsible AI use to prevent bias and misinformation.
Coaches emphasize the importance of verifying AI-generated materials for accuracy. They suggest teachers be encouraged to cross-check AI-produced responses before using them in instruction. They recommend robust integrating discussions on digital literacy, AI biases, and the ethical implications of generative AI into classroom conversations. Schools need to train educators and students on responsible AI usage. Some schools restrict AI for creative writing, critical thinking exercises, and certain assessments to ensure students develop their own ideas–an idea that coaches recommend. Coaches suggest embedding AI literacy into existing courses, ensuring students understand how AI works, its limitations, and its ethical implications.
Equity concerns are a serious issue for instructional coaches. Schools should ensure all students have equal access to AI tools. AI should be leveraged to bridge learning gaps, not widen them. Making sure all students have access to the same suite of tools is essential to create a level playing field for all learners. Instructional coaches generally agree that AI is not just a passing trend, but an integral part of the future of education. There is a concern that generative AI tools will reduce the human interaction of the teaching and learning process. For instance, interpersonal relationships are not developed with AI-based tutoring systems in the same way they can be developed and encouraged with traditional tutoring processes.
The integration of AI in K-12 education presents both opportunities and challenges. Instructional coaches largely recognize AI’s potential to enhance learning, improve efficiency, academic integrity, and maintain human-centered learning experiences. As AI continues to evolve, educators must be proactive in shaping how it is used, ensuring it serves as a tool for empowerment rather than dependency. Future efforts should focus on professional development for educators, AI literacy training for students, and policies ensuring equitable AI access across diverse school settings.
Dr. Steve Baule, Dillon Martinez, Dr. Shauna Mayer, & Dr. Ray Martinez
Dr. Steve Baule is a faculty member at Winona State University (WSU), where he teaches in the Leadership Education Department. Prior to joining WSU, Baule spent 28 years in K-12 school systems in Illinois, Indiana, and Iowa, and two years teaching in the University of Wisconsin System. For the 13 years prior to moving to the university level, Baule served as a public -school superintendent. He holds a doctorate in instructional technology from Northern Illinois University and a doctorate in educational leadership and policy studies from Loyola University Chicago.
Dr. Shauna Mayer is an assistant professor in Education Studies at Winona State University. She is a graduate of Winona State University’s Doctorate of Education program and has previous K12 classroom experience.
Dillon Martinez is a faculty member in Physical Education and Sports Science at Winona State University, where he serves as Director of the Developmentally Adapted Physical Education (DAPE) teacher preparation program. He is currently pursuing his Doctor of Education at Winona State as well.
Dr. Ray Martinez is a professor and chair professor and chair of the Department of Physical Education & Sport Science at Winona State University.
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