Late last month, the student chapter of Students for Justice in Palestine at George Mason University posted a video on a social media account that criticized U.S. foreign policy and Israel. The video (now removed), which apparently stylistically mimicked a Hamas video, included phrases such as “genocidal Zionist State,” “the belly of the beast,” and “from the river to the sea.” It also specifically addressed conditions in Gaza and GMU’s alleged oppression of pro-Palestinian protestors.
Regardless of one’s views on Israel and Gaza, all of this is protected speech. But rather than protecting student political discourse, GMU demanded the SJP chapter take down the video explicitly because its language ran afoul of the International Holocaust Remembrance Alliance’s vague definition of antisemitism, which has been incorporated into GMU’s anti-discrimination policy. The school warned that failure to comply could result in disciplinary action.
Student groups at public universities have the First Amendment right to post videos expressing their views on international conflicts, even if some members of the campus community are offended by the viewpoints expressed. We’ve seen no evidence the video constituted incitement, true threats, intimidation, or student-on-student harassment — narrow categories of speech unprotected by the First Amendment.
When campus administrators invoke the IHRA definition and its examples to investigate, discipline, or silence political expression, the distinction between conduct and speech becomes meaningless.
This is not the first — nor will it be the last — instance of universities relying on vague, overbroad anti-harassment definitions to censor speech some members of the campus community find offensive. In fact, overbroad anti-harassment policies remain the most common form of speech codes on college campuses. But it does point to the clear and growing threat the use of the IHRA definition poses to campus discourse about the Israel-Palestine conflict. It’s a danger about which FIRE has warned of since 2016, a danger we’ve seen in application, and one that the IHRA definition’s supporters routinely brush aside. As more and more states adopt IHRA for the purpose of enforcing anti-discrimination law, we’re likely to see increasingly more instances of campus censorship in the future.
IHRA defines antisemitism as:
a certain perception of Jews, which may be expressed as hatred toward Jews. Rhetorical and physical manifestations of antisemitism are directed toward Jewish or non-Jewish individuals and/or their property, toward Jewish community institutions and religious facilities.
The document also provides a list of examples of antisemitism that include, among others:
Applying double standards by requiring of [Israel] a behavior not expected or demanded of any other democratic nation.
Drawing comparisons of contemporary Israeli policy to that of the Nazis.
Language that does this (and that does not also fall into a specific category of unprotected speech) may offend some or many people. It nevertheless constitutes core political speech. Supporters of the use of the IHRA definition on campus insist that the definition does not restrict free speech, but rather helps identify antisemitic intent or motive when determining whether a student has created a hostile environment in violation of anti-discrimination laws. But this attempted distinction collapses in practice.
When “intent” is inferred from political expression — as it has at GMU and other campuses across the country — speech itself becomes evidence of a violation. Under this framework, students and faculty learn that certain viewpoints about Israel are per se suspect, and both institutional censorship and self-censorship follow. Despite its defenders’ claims, when campus administrators invoke the IHRA definition and its examples to investigate, discipline, or silence political expression, the distinction between conduct and speech becomes meaningless.
Analysis: Harvard’s settlement adopting IHRA anti-Semitism definition a prescription to chill campus speech
Harvard agreed to settle two lawsuits brought against it by Jewish students that alleged the university ignored “severe and pervasive antisemitism on campus.”
The problem is compounded by the Trump administration’s Title VI enforcement. Its unlawful defund-first, negotiate-second approach places universities’ federal funding — sometimes hundreds of millions or even billions of dollars — at the mercy of the administration’s Joint Antisemitism Task Force. That threat alone is enough to force campus administrators to make a choice: censor student speech critical of Israel, or risk losing access to federal funding. All too often, as we have seen repeatedly, institutions choose access to money over standing up for student rights.
Instead of relying on IHRA’s vague definition for anti-discrimination purposes, FIRE has long supported efforts to constitutionally and effectively address antisemitic discrimination on college campuses by passing legislation to:
Prohibit harassment based on religion.
Confirm that Title VI prohibits discrimination based on ethnic stereotypes.
Codify the Supreme Court’s definition of discriminatory harassment.
These options would better address antisemitic harassment and would do so without suppressing free speech.
Starting college can be a daunting transition for many students, with some moving cities or states and integrating into a new world of learning. That’s why most colleges invest significant time and energy to ensure first-year students have a successful start, connecting them to peers, support resources and faculty invested in their personal and academic growth.
But the support often lags during the transition to sophomore year. Retention is a key factor in timely degree completion; students who leave college after the first year are much less likely to ever finish their program.
That’s why DePaul University in Chicago piloted a new intervention this summer to bridge the transition from first-year to sophomore status. Through short online modules, students improved their time management, money management and career skills, preparing them to tackle the new academic year.
What’s the need: As a university, DePaul has focused on improving second-year retention, said Jaclyn Jensen, professor of management and associate dean for undergraduate programs in the Driehaus College of Business at DePaul.
Jensen was approached by a DePaul alumna, Pam Schilling, co-founder of the ed-tech company Archer Career, who was looking to apply for the Illinois Innovation Voucher program. The program provides funding for small or medium-size businesses that partner with higher education institutions in the state.
Archer Career offers online, self-paced microlearning courses to support students and early-career professionals in achieving their career goals. Topics range from job search skills, such as networking or how to develop a LinkedIn profile, to personal skills, including identifying goals and career exploration.
“This opportunity to seek funding was also the catalyst between leveraging our focus on retention in business students and that connected really seamlessly with her platform,” Jensen explained.
How it works: The Rising Sophomore Success Program is structured as a collection of 10-minute modules, which include video and interactive activities. To select relevant course topics for RSSP participants, DePaul leaders used historical data on why students left the university, as well as demographic information to identify common pain points in the student experience.
For example, DePaul has a large share of commuter students, so building students’ time management and executive functioning skills was important to enable them to juggle their various responsibilities.
Students applied to be admitted to the program and completed the course during the summer after their first year.
“From a student standpoint, we thought, ‘OK, we have this time when you’re not overwhelmed by taking multiple classes and you might actually have some time to carve out in meaningful ways to invest in your own success,’” Jensen said.
Students were also supported by a peer mentor, an upper-level undergraduate in the business school, who facilitated weekly check-ins, talked through challenges and encouraged them in their learning.
In addition, each student was paired with a professional mentor, either someone already in their support network or a graduate who could provide career advice.
For the pilot cohort, DePaul recruited 10 rising sophomores in the Driehaus College of Business, which included three incoming transfer students. The participants were celebrated with a kickoff event in the spring and a graduation ceremony during the fall after completing their Archer Career courses.
What’s next: Following a successful pilot, DePaul and Archer Career were awarded a voucher from the state to integrate agentic artificial intelligence into the platform. It also provides funding for Archer Career and for DePaul personnel, including the peer mentor, an intern and a faculty researcher.
The AI will offer personalized nudges and encouragement to students as they navigate the platform, similar to the way a coach might. Previously, a student intern hired to work on user design drafted messages for the peer mentor to send to students. Now, the university will automate the messages using AI.
The nudges “will still rely on the behavioral data of students who are engaging in the platform, but it won’t be a member of the team manually sending those messages out at a particular time, but leveraging technology to help us do things like that,” Jensen explained.
The goal is to scale the program to maximize impact and increase the number of students who can participate, Jensen said. DePaul plans to launch a more robust pilot of 50 student participants in summer 2026.
If your student success program has a unique feature or twist, we’d like to know about it. Click here to submit.
This article has been updated to clarify Jaclyn Jensen’s title.
With the government’s white paper having a clear policy ambition and focus on higher technical (level 4 and 5) courses, and a pledge to simplify the regulatory framework for higher-level study, gaps in regulatory oversight are still exposing an increasing number of students to risk.
The Office of the Independent Adjudicator has today published public interest case summaries, where we have named the two providers concerned, in order to highlight the impact of differing regulatory systems leaving gaps for individual students.
The recent closure of Applied Business Academy (ABA), as detailed in my previous Wonkhe article, shows an ongoing vulnerability where students cannot seek an independent review of their awarding organisation’s actions. This is the case if they are studying for HE qualifications awarded by an Ofqual-regulated awarding organisations as these, unlike universities, are not required to be OIA members.
While Ofqual regulates the quality and standards of qualifications, it does not oversee student protection, welfare or institutional accountability in the same way the OfS does for registered providers, even where the provider is only validating courses.
In our experience this regulatory fragmentation leaves students vulnerable. All HE students should be afforded the same protection and recourse as well as the ability to complain about both their delivery and awarding organisation whoever their awarding body is.
Highlighting the consequences
In the case of ABA, when the Department for Education instructed the Student Loans Company to suspend tuition fee payments to ABA there were over 2,000 students enrolled on the Diploma in Education and Training (DET) awarded by City and Guilds or the Organisation for Tourism and Hospitality Management. ABA also ran courses through partnerships with two universities which were not subject to any regulatory concern.
Since ABA was registered with the OfS, all eligible students could access public student loan funding including those on the DET course. However, when ABA collapsed their route for complaint and level of redress and support was unclear and very different. The DET students lacked the institutional safety net of an OfS-regulated validator. Despite receiving positive feedback and assurance from ABA during their studies, students were told at the time of the closure that there was insufficient evidence to meet qualification requirements, leaving them with no qualification and a debt they would have to repay.
By contrast, those on courses validated by or franchised from the University of Buckingham or Leeds Trinity University were offered a range of protections and mitigations including, various supported transfer options to localised provision with matched timetabling, transferring to the universities or identified alternative providers. They also benefitted from reimbursements for travel costs to alternative premises or were provided with free transport. Students could also access a record of achievement to support other transfer or exit, webinars and dedicated phone lines with individualised welfare support and guidance sessions. The OIA, to date, has received no complaints from students on these courses.
Equal funding, unequal accountability?
We have also today published a case summary about Brit College which was OfS-registered and only ran courses which were awarded by Ofqual-regulated awarding organisations, prior to its existing higher education courses being de-designated.
Although it has not closed, it has stated on its website that where the OIA has awarded compensation or refunds, “Brit College is currently unable to meet these awards due to financial constraints” and has yet to pay our recommended compensation to any impacted student.
The students we have received complaints from had completed all the work that had been set, and they had not been given any indication by the college during their studies that the work was not sufficient or was not at the required standard. Nine months after completing the course the college told students that they would need to undertake substantial further work. As Brit College remains open but has refused to pay compensation, it has been formally found in non-compliance with our recommendations.
In both cases, since the awarding organisations are not within OIA membership we are unable to review any complaints from students about their acts and/or omissions in the time prior to de-designation, as we would if their courses were awarded by universities.
When the system fails
The fall out is not just administrative; it is deeply personal. Students are often shocked and distressed to be denied compensation, especially when we have found in their favour. They often feel confused about the lack of protection available to them and, having chosen to study at an OfS-registered provider, feel they have been misled.
This is compounded when they hear about students at the same provider studying for different qualifications where expectations of the validators are student focused. The qualifications studied via Ofqual-regulated awarding organisations are often gateways to teaching or a technical profession. When a provider fails and there is no one to turn to, they not only lose their tuition fees and time spent studying, but also their career trajectory, and often they cannot afford to take out further loans to start again.
In the words of one student impacted:
I completed the DET course as required, maintaining 100% attendance, submitting all coursework and observations on time, and consistently communicating with ABA. In addition to the course fees, I spent money on travel to attend the course, further increasing the financial burden. Despite fulfilling all my responsibilities, I’ve been left without a qualification and have been unable to get a resolution for nearly two years…
What makes this even more distressing is that I have already started repaying the loan to Student Finance from my personal income – for a course that did not result in a qualification. This feels incredibly unfair and adds to the emotional and financial pressure I am under. I am paying for something I did not receive through no fault of my own.
Fixing the fault lines
This is not an isolated incident – it’s a symptom of a sector under strain. With the government’s targets directly referring to higher technical qualifications, backed by the development of the Lifelong Learning Entitlement to give “equal access to student finance for higher level study,” it should now take action to ensure equal access to student protection.
Without this, students on higher technical and other level 4/5 courses will continue to have less access to individual remedies and redress than their counterparts studying for an award from a university.
We note that back in 2020 the DfE expected “all awarding bodies and providers which own an approved Higher Technical Qualification to join the [OIA] scheme” – yet five years on this expectation remains unmet. We have since worked with Ofqual who have confirmed that awarding organisations being in membership of the OIA Scheme is compatible with Ofqual regulation (this was also a recommendation in our recent joint report with SUMS on managing the impact of higher education provider closure).
Without OIA membership, students unable to complain to the OIA about their awarding organisations will not have access to independent remedies and redress, unlike those studying for university-awarded qualifications.
Most importantly, in our experience, this is not made clear to, or understood by, students when they embark on their higher education journey.
We reiterate that this is a student protection gap that urgently needs resolving for students who deserve that same protection. All students – regardless of their awarding organisation – should have access to the same safeguards and redress. That means all awarding organisations in receipt of public money joining the OIA scheme and making student protection, and the obligation to put things right for students, a non-negotiable part of higher education policy.
Iowa City, Iowa and Dallas, Texas (November 12, 2025) – ACT, a leader in college and career readiness assessment, and Texas Instruments Education Technology (TI), a division of the global semiconductor company, today announced a comprehensive partnership aimed at empowering students to achieve their best performance on the ACT mathematics test.
This initiative brings together two education leaders to provide innovative resources and tools that maximize student potential. The partnership will start by providing:
A new dedicated online resource center featuring co-branded instructional videos demonstrating optimal use of TI calculators during the ACT mathematics test.
Additional study materials featuring TI calculators to help students build upon and apply their mathematical knowledge while maximizing their time on the ACT test.
“This partnership represents our commitment to providing students with the tools and resources they need to demonstrate their mathematical knowledge effectively,” said Andrew Taylor, Senior Vice President of Educational Solutions and International, ACT, “By working with Texas Instruments, we’re ensuring students have access to familiar, powerful technology tools during this important assessment.”
“Texas Instruments is proud to partner with ACT to support student success,” said Laura Chambers, President at Texas Instruments Education Technology. “Our calculator technology, combined with targeted instructional resources, will help students showcase their true mathematical abilities during the ACT test.”
ACT is transforming college and career readiness pathways so that everyone can discover and fulfill their potential. Grounded in more than 65 years of research, ACT’s learning resources, assessments, research, and work-ready credentials are trusted by students, job seekers, educators, schools, government agencies, and employers in the U.S. and around the world to help people achieve their education and career goals at every stage of life. Visit us at https://www.act.org/.
About Texas Instruments
Texas Instruments Education Technology (TI) — the gold standard for excellence in math — provides exam-approved graphing calculators and interactive STEM technology. TI calculators and accessories drive student understanding and engagement without adding to online distractions. We are committed to empowering teachers, inspiring students and supporting real learning in classrooms everywhere. For more information, visit education.ti.com.
Texas Instruments Incorporated (Nasdaq: TXN) is a global semiconductor company that designs, manufactures and sells analog and embedded processing chips for markets such as industrial, automotive, personal electronics, enterprise systems and communications equipment. At our core, we have a passion to create a better world by making electronics more affordable through semiconductors. This passion is alive today as each generation of innovation builds upon the last to make our technology more reliable, more affordable and lower power, making it possible for semiconductors to go into electronics everywhere. Learn more at TI.com.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
The next wave of prospective students is already taking shape: Generation Alpha, born between 2010 and 2024. They’re poised to become the most digitally fluent, diverse, and tech-immersed generation in history, raised on smartphones, voice assistants, and AI from day one. By 2028, the first Gen Alpha freshmen will be setting foot on college campuses, bringing entirely new expectations for how learning happens and how schools communicate their value.
Here’s the thing: education marketers can’t afford to wait. Gen Alpha’s habits and motivations differ sharply from Millennials or even Gen Z. In this article, we’ll unpack who Gen Alpha is, what drives their choices, and why institutions must start adapting their recruitment strategies now.
Drawing on Higher Education Marketing (HEM)’s latest research and webinar insights, we’ll introduce our recommended “PAC” framework, Platform, Algorithm, Culture, a model designed to help schools reach Gen Alpha effectively. We’ll also explore strategies like dual-audience messaging (targeting both students and their Millennial parents), along with content tactics centered on authenticity, user-generated content (UGC), answer-first communication, and AI-ready web experiences.
These ideas will be grounded in real-world examples, from universities using Roblox campus tours to schools experimenting with Snapchat AR lenses, and illustrated through HEM client success stories across K–12, language, and higher education sectors.
By the end, you’ll have a clear roadmap to engage both Gen Alpha and their parents through an integrated approach that connects CRM lead nurturing, SEO, social media, and multilingual content into a cohesive next-gen recruitment strategy.
Let’s dig into what makes Generation Alpha unique and how your institution can get ready now.
Who Is Generation Alpha?
Generation Alpha refers to children born between 2010 and 2024. They are the first cohort raised entirely in the 21st century, often called the first true digital natives.
From iPads in the crib to AI assistants in the living room, Gen Alpha has never known life without touchscreens or high-speed internet. Many learned to navigate apps and streaming platforms before they could read, making technology an effortless part of everyday life.
Early experiences with remote and hybrid learning have also shaped them. Even in primary school, they joined online video classes, used learning apps, and explored online games, giving them a comfort with digital learning that feels natural.
Raised largely by Millennial parents, Gen Alpha is globally minded and culturally diverse. They are aware of issues like climate change and social justice, value inclusivity, and seek purpose in education.
Their aspirations are high, and so are their expectations. They and their parents will assess the return on investment of higher education carefully. College decisions will be shared within the family, meaning recruitment messages must appeal to both the student and the parent.
Gen Alpha’s Behavior, Media Use, and Decision Drivers
To connect with Generation Alpha, institutions need to meet them on their terms. Let’s look at how they interact with media, information, and the factors shaping their decisions.
Authenticity Over Polish
Gen Alpha can spot inauthenticity a mile away. Surrounded by social media from birth, they value honesty over gloss. Highly produced marketing materials feel distant to them; real voices earn trust. Peer content matters more than official content, and a student’s testimonial filmed on a phone will often outperform a polished promo video. Schools that feature current students or young alumni as micro-influencers tend to resonate most. A student-led TikTok dorm tour, for instance, can do more to inspire confidence than a scripted campus video.
Short-Form Video and Shared Screens
Raised on YouTube and TikTok, Gen Alpha consumes information in quick bursts. They use short-form videos to learn, discover, and be entertained. Yet, they also share viewing time with family, watching longer videos together on smart TVs. This dual habit creates an opportunity for schools to publish family-friendly content on YouTube while using TikTok or Instagram Reels for short, high-impact storytelling.
Social Means Conversational and Interactive
Gen Alpha doesn’t just scroll; they participate. They use Snapchat for authentic chats and AR filters for creative expression. Gaming worlds such as Roblox and Minecraft double as social spaces where they collaborate and build together. This generation expects to engage, not just observe. Recruitment content should invite participation through polls, challenges, or interactive Q&As rather than simply broadcasting messages.
Digital-Native, but Still Campus-Curious Although they are digital natives, Gen Alpha still craves real-world experiences. Campus visits remain important, but they expect them to be hands-on and immersive. They want to test a lab, attend a mini class, or pilot a drone. For them, visiting campus feels like trying on an experience to see if it fits. Schools should design events that blend physical and virtual engagement to appeal to this tactile curiosity.
Instant Answers and Micro-Decisions This generation grew up with instant search and voice assistants. They want quick, direct answers, not lengthy explanations. They prefer content structured as questions and answers, such as “What scholarships does this college offer?” followed by a concise response. This approach supports both their research style and the shift toward AI-driven search engines that prioritize clear, digestible information.
Values-Driven and Proof-Oriented Gen Alpha deeply cares about social impact. Issues such as sustainability, inclusion, and mental health influence their decisions. However, they don’t take claims at face value. They expect evidence through authentic stories, real programs, and visible results. Institutions that demonstrate genuine action, rather than marketing slogans, will earn their trust.
Bottom line: Gen Alpha lives online but thinks critically. They move fast, multitask across screens, consult their parents, and expect authenticity at every turn. To earn their attention and trust, institutions must create marketing that is honest, interactive, and evidence-based.
Why Institutions Must Start Preparing Now
Why should institutions start preparing now? It might seem like there’s still time before Generation Alpha reaches college. The oldest are only about 15 or 16 today, but the time to prepare is now.
The Oldest Are Already in High School
Those born in 2010 are entering the college research phase alongside their Millennial parents. By 2028, they’ll be enrolling in universities. For K–12 private schools, Gen Alpha isn’t the future; they’re your current students. Enrollment strategies, open houses, and outreach events already need to align with their digital-first expectations.
Strategy Shifts Take Time
Building authentic social channels, redesigning content ecosystems, and integrating CRM workflows can’t happen overnight. Starting now means time to test and refine. Schools experimenting with TikTok, YouTube Shorts, or AI-powered content today will lead the field when Gen Alpha applications surge.
Gen Z Is the Bridge
Current college students have already pushed institutions to modernize through video storytelling and social media. Those adaptations laid the groundwork. Now, Gen Alpha’s shorter attention spans and AI fluency require schools to go further. If you’ve successfully reached Gen Z, you’re ahead. If not, there’s catching up to do.
Early Adopters Will Stand Out
Institutions that embrace next-gen tactics, from interactive chat tools to UGC-driven campaigns and dynamic FAQ hubs, will gain a visible edge. These schools appear more innovative and student-centered to both teens and parents.
Parent Expectations Are Rising Too
Millennial parents expect quick, personalized communication. Text alerts, Instagram Live Q&As, and ROI-focused content all resonate. Preparing now allows you to fine-tune messaging for both audiences: students and parents.
In short, every admissions cycle will include more Gen Alpha students. The strategies that worked for Millennials and Gen Z must evolve now, and Higher Education Marketing (HEM) is ready to help institutions future-proof recruitment.
HEM’s Next-Gen Recruitment Strategies: The PAC Framework and Beyond
At Higher Education Marketing (HEM), our research into Generation Alpha’s habits has led to the development of the PAC Framework, short for Platform, Algorithm, Culture. This model helps institutions design content and campaigns that genuinely connect with Gen Alpha and get noticed in today’s media environment. Around PAC, we integrate complementary tactics such as dual-audience messaging, authenticity systems, answer-first content, immersive campus experiences, and AI search optimization.
1. Platform: Go Where Gen Alpha Is
It sounds simple, yet many institutions still miss this step. “Platform” means existing where Gen Alpha spends their time, on platforms like TikTok, YouTube, Snapchat, or even Roblox. Don’t just create accounts; learn how each ecosystem works. What’s trending? What humor or language feels native? Explore these platforms like a student would. Then decide how your institution should engage, through creator collaborations, banner placements, or sponsored events. The key is to meet students where they are, not where you’re comfortable.
Example: Florida International University (USA): FIU has adopted TikTok to connect with Gen Alpha, where they spend their time. FIU’s social team went viral by leveraging a trending audio challenge on TikTok aimed at students hoping to excel on their midterms. The result was a TikTok that garnered over 10 million views and 1.46 million engagements, demonstrating how being present on Gen Alpha’s favorite platforms can massively boost reach.
Algorithms decide who sees your content. Success depends on understanding how each platform’s system rewards engagement. On TikTok, videos with high watch time and early comments rise quickly. On Google, structured Q&A pages and strong metadata perform best. Research shows attention spans among younger audiences now average two to three seconds. Lead with a hook, such as a bold question, emotion, or relatable visual. Keep captions tight and content shareable. Treat the algorithm like a person you need to impress fast.
Example: Colorado State University (USA): CSU has strategically designed content to please each platform’s algorithm and grab attention within seconds. Seeing the rise of TikTok’s algorithm-driven “For You” feed, CSU shifted heavily to short-form vertical video and front-loaded content with hooks. The social team launched an official TikTok in 2022 with a “non-manicured” approach: four student creators post 4–5 raw, authentic videos per week. This consistency and emphasis on trending audios and quick, relatable hooks led to about 130,000 video views and 12,000 engagements per month on CSU’s TikTok. By tailoring content format (e.g., snappy cuts, engaging captions) to each platform’s algorithmic preferences, CSU ensures its posts get maximum distribution in Gen Alpha’s feeds.
Culture is where authentic connection happens. Gen Alpha responds to real voices, humor, and values. Collaborate with students to produce takeovers, TikToks, or short vlogs. Reflect diversity and align with current conversations. Join cultural moments carefully, whether that’s referencing a popular meme or spotlighting sustainability initiatives. Imperfection, such as a slightly unpolished student video, signals truth and authenticity.
As HEM puts it, algorithms get you seen, but culture gets you remembered. Using PAC as a creative checklist ensures your marketing is visible, relevant, and real.
Because Generation Alpha’s education decisions will be co-driven by their Millennial parents, Gen Alpha student recruitment messaging must speak to both audiences at once. HEM’s approach, dual-audience messaging, ensures every touchpoint, from websites to ads, connects with both teens and parents in harmony.
For Students
Gen Alpha students care about community, creativity, and experience. They’re asking, “Will I fit in? Will this be exciting?” Highlight student life, clubs, and hands-on learning opportunities through visuals and peer perspectives. Use quotes or short video clips from current students discussing campus life or real projects. Peer voice matters more than institutional formality; a student testimonial will always carry more weight than a dean’s welcome.
For Parents
Millennial parents want reassurance. Their questions are about safety, credibility, and ROI. Showcase graduation rates, career outcomes, accreditation, and alumni success stories. Include details on support services, mental health resources, and campus security. Demonstrating both value and care builds confidence.
How to Integrate Both
Every major recruitment asset should serve both audiences. You can segment sections (“For Students” vs. “For Parents”) or blend them seamlessly. For instance, a video might open with student testimonials, transition into outcomes and parental perspectives, and end with a message that resonates with both.
Action Step: Audit your current materials for balance. Ensure students feel inspired and parents feel assured.
Example: Queen Anne’s School (UK): This independent girls’ school in England structures every recruitment touchpoint to speak to both Gen Alpha students and their millennial parents in tandem. For example, Queen Anne’s hosts Open Mornings that explicitly cater to “you and your daughter.” During these events, girls sample classes and campus life (answering the student’s “Will I have fun and fit in?”), while parents tour facilities and hear the Head’s vision for the school (addressing the parents’ concerns about values and outcomes). The school offers a wide range of visit options – from personal family tours to student “taster days” where 11–13 year olds spend a day on campus – ensuring both audiences are engaged.
3. Establish an “Authenticity System” (UGC and Influencers)
For Generation Alpha, authenticity is the ultimate trust signal. To deliver it consistently, HEM recommends building an Authenticity System, a structured process that continuously produces genuine, student-driven content.
User-Generated Content (UGC) Cadence
Plan for a steady flow of unpolished, real moments. Repost student photos or short TikToks weekly to show campus life through their eyes. Campaigns like #MyCampusMondays, where students share everyday snapshots, keep your content authentic and current. The goal is to make sure that whenever a Gen Alpha prospect visits your social channels, they see real students, not PR gloss.
Student Ambassadors and Creators
Empower students to take part in marketing. Invite ambassadors or micro-influencers to run Instagram takeovers, film vlogs, or stream events. These voices carry credibility because they feel peer-to-peer, not top-down. As HEM research shows, student creators can dramatically increase engagement by making your institution feel accessible and alive.
Authentic Voice and Visuals
Encourage content that sounds natural and looks real. A video filmed on a phone, with casual language or inside jokes, often performs better than a polished shoot. Include candid photos or unscripted clips, authenticity over perfection every time.
Integrate Authentic Content Across Channels
Don’t let UGC live in isolation. Embed student testimonials, quote cards, or video clips directly on program or FAQ pages. Pairing factual info with real student stories creates a persuasive one-two punch.
In short, authenticity shouldn’t happen by accident, it should already be built into your system.
Example: Colorado State University (USA): CSU has built a systematic pipeline for authentic, student-driven content. After officially launching its TikTok, CSU deliberately adopted a “raw” content style – no slick ads, just students with smartphones. It set up a core group of student content creators who post unfiltered clips multiple times a week, giving a continuous stream of real campus moments. In addition, CSU regularly reposts user-generated content from students: from dorm room mini-blogs to everyday campus snapshots. Every week, prospective Gen Alpha students checking CSU’s socials will see new posts by their peers, not just the PR team. By baking student UGC into the content calendar, CSU continuously projects an honest, peer-to-peer voice that Gen Alpha trusts.
4. Embrace Answer-First Content and AI Search Readiness
Generation Alpha searches differently. They ask full questions and expect immediate, concise answers. To connect with them and perform well in AI-driven search, schools need an answer-first content strategy.
Build Q&A Hubs
Create web pages organized by questions and answers, not long paragraphs. For example:
What hands-on experiences will I get in the Nursing program?
What are the career outcomes for graduates? This structure helps both humans and AI bots find what they need quickly. HEM calls these “answer-first hubs,” expanded FAQ-style pages covering dozens of micro-questions. Use data from inquiries and chats to identify what prospects ask most often.
Add Video and Micro-Content
Gen Alpha prefers short, visual responses. Embed 30–60 second video answers from students or staff directly on your pages. A student selfie explaining “What’s the first-year experience like?” feels more authentic than text alone. For parents, include short clips addressing safety or support topics. Repurpose each Q&A across platforms like YouTube Shorts or Reddit for added reach.
Implement Structured Data
Make content machine-readable. Adding FAQ schema markup tells Google and AI assistants what each Q&A covers, improving visibility in featured snippets and AI chat results. HEM research shows this can increase AI-driven visibility by up to 30%.
Write for Voice and Natural Language
Use conversational phrasing such as “How do I apply for financial aid?” instead of standard titles. Ensure each answer short but complete, ideal for AI summaries or voice assistants. Schools already applying this approach have seen measurable boosts in organic traffic and “People Also Ask” placements.
Bottom line: think like an answer engine. Gen Alpha asks questions, so make sure your content answers first.
Example: Cumberland University (USA): Cumberland makes information instantly accessible by structuring its admissions content around questions and direct answers. Its website features a comprehensive Admission FAQs hub that compiles “our most frequently asked questions to help you find the answers you need quickly”. Prospective students and parents can click categories like Undergraduate, Graduate, International, etc., and find dozens of bite-sized Q&As (e.g., “What are the application requirements?”, “Is there housing for freshmen?”). Each answer is concise and written in plain language – perfect for Gen Alpha’s tendency to ask full questions in Google or AI assistants. By adopting this answer-first approach (instead of burying info in long paragraphs), Cumberland not only improves user experience but also boosts its visibility on search engines. Many of its FAQ entries use structured data markup, so they often appear as featured snippets or “People Also Ask” results on Google.
5. Treat Your Campus as a Product: Demos and Immersive Experiences
For Generation Alpha, choosing a school feels like choosing a lifestyle brand. They want to experience it before committing. That’s why HEM recommends marketing your campus like a product demo, through in-person and virtual experiences that let students and parents “test-drive” what you offer.
Creator-Hosted Events
Make campus events hybrid and interactive. Invite student creators to livestream open houses or campus days on TikTok, YouTube, or Instagram Live. A student host with a GoPro or phone camera gives the experience authenticity and energy. Let online viewers ask questions in real time while seeing dorms, labs, or the dining hall rush. It’s immersive, engaging, and feels like hanging out with a trusted peer.
Hands-On Campus Trials
When prospects visit in person, let them participate. Replace passive tours with interactive demos, mini labs, culinary workshops, or creative challenges. Some schools have gamified tours, turning them into scavenger hunts or student-led challenges. Participation builds emotional connection and makes visits memorable.
Augmented Reality (AR) and Virtual Worlds
Add AR filters or lenses during events to blend play with information. Imagine scanning a building to reveal fun facts or seeing your mascot in AR. Schools like Kent State University have used Snapchat AR lenses to boost engagement while lowering recruitment costs.
Take it further by creating virtual campuses in platforms like Roblox or Minecraft. Students can explore, play, and imagine life at your school long before applying.
Use Existing Tools
360° tours and virtual events on platforms like YouVisit or CampusTours make immersion easy.
The goal is to let Gen Alpha see themselves on campus. When they can explore, touch, and interact, even virtually, they’re far more likely to enroll.
Examples: Kent State turned its campus into an interactive product demo via augmented reality on Snapchat. In a pioneering campaign (the first of its kind in higher ed), Kent State built a custom AR lens that let prospective students virtually “try on” a piece of the college experience – in this case, placing a Kent State graduation cap on their heads, tassel and all. Users could move and see the tassel shake, and with one tap, were prompted to “apply to the university” right from Snapchat. This immersive lens was deployed to Snapchatters aged 16–18 in Kent State’s key recruiting regions. The results were astounding: engagement soared, and the AR campaign achieved a cost-per-application 24% lower than the university’s goal.
University of Sussex (UK): At Sussex, students themselves have helped create a virtual campus that anyone can explore – effectively offering a perpetual, gamified open house. In 2024, a Sussex Computer Science student led a project to recreate the entire university campus in Minecraft, block by block. Using satellite data, the team imported ~1.4 km² of campus into the game (over 19 million blocks), achieving a 1:1 scale replica of Sussex’s buildings and grounds. Now, a group of 20+ students (and even alumni) is collaboratively adding interiors and details to bring it fully to life.
6. Integrate CRM, SEO, Social Campaigns, and Multilingual Content
Creating next-gen content for Generation Alpha is only half the battle. To convert attention into enrollment, schools need to align these tactics with the systems that power modern digital marketing. Here’s how HEM integrates CRM, SEO, social media, and multilingual strategy into a single recruitment engine.
CRM for Lead Nurturing
A robust education CRM is essential for tracking Gen Alpha inquiries and engaging them across multiple touchpoints—social DMs, event sign-ups, web forms, and more. Automated workflows can send personalized follow-ups instantly, such as a welcome video from a student ambassador or a link to a virtual Q&A. HEM often implements Mautic or HubSpot to manage this process. The result: faster responses, stronger engagement, and less manual work. Segment Gen Alpha students and their parents into complementary streams—student-life content for one, academic and ROI-focused messaging for the other.
Example: Michael Vincent Academy: Michael Vincent Academy, a private career school in Los Angeles, partnered with HEM to deploy a customized Mautic CRM for student recruitment. “It’s essential that we work smarter, not harder. The HEM Mautic CRM helps us do that,” said Tally B. Hajek, the academy’s CEO. HEM’s CRM solution automated key marketing workflows (such as follow-ups with prospective students) and provided reports to track lead progress and team activities. The system also included a lead-scoring mechanism to identify and prioritize high-value leads, ensuring staff focus on serious, good-fit applicants. As a result, core recruitment processes became automated, allowing the admissions team to spend more time building personal connections with prospects.
All that great content needs visibility. Use SEO to make it discoverable through optimized site structure, keyword strategy, and internal linking. Develop content clusters, interconnected pages and blogs built around key topics, to boost authority. HEM’s SEO overhauls have helped clients like Cumberland College achieve double-digit growth in organic traffic. Technical SEO, schema markup, and fast mobile performance are nonnegotiable for Gen Alpha’s on-demand expectations.
Social Media Campaigns
Meet Gen Alpha where they live: TikTok, YouTube, Snapchat, and Instagram. Blend organic storytelling with paid targeting. Use TikTok Spark Ads or Snapchat placements to amplify authentic student content that already performs well. Combine this with parent-focused Facebook and Google campaigns for a full-funnel strategy. HEM’s campaign for Queen Anne’s School used this dual approach, improving conversion rates from inquiry to enrollment.
Multilingual and International Reach
Gen Alpha is global. Translate or localize key pages and ads to reach families in multiple languages. Include subtitles, translated summaries, and multilingual SEO to capture diverse search traffic. HEM’s work with Wilfrid Laurier University demonstrated that localized messaging in Portuguese and Spanish drove stronger ROI in international markets.
Integrating these elements (CRM, SEO, social, and multilingual content) creates a seamless ecosystem that attracts, nurtures, and converts Gen Alpha prospects efficiently. It’s how institutions move from generating attention to generating results.
Actionable Takeaways for Reaching Gen Alpha
Generation Alpha may still be young, but the time to reach them is now. To connect authentically, schools must meet them where they are and communicate in ways that feel human, immediate, and real.
Be present on the platforms they love, such as YouTube, TikTok, Snapchat, and even gaming spaces, featuring student creators who speak their language. Empower current students and recent graduates to share their stories, building trust through authenticity.
Balance messaging for both students and parents, addressing excitement and reassurance in equal measure. Adopt an answer-first content model using structured FAQs and schema to increase visibility in AI and voice search. Treat campus tours like product demos, creating interactive, hands-on, or virtual experiences that bring your institution to life.
Finally, measure what matters by tracking engagement, conversions, and insights from data to refine continuously. Above all, stay authentic and adaptable. The institutions that start now will lead the next generation of recruitment success.
Frequently Asked Questions
Question: Who is Generation Alpha?
Answer: Generation Alpha refers to children born between 2010 and 2024. They are the first cohort raised entirely in the 21st century, often called the first true digital natives.
Question: Why should institutions start preparing now?
Answer:Institutions must start preparing now because Generation Alpha is already entering the college decision phase, and adapting strategies early allows schools to refine digital, authentic, and parent-inclusive recruitment approaches before their enrollment surge.
Consider the work of a personal trainer. They can explain and model a workout perfectly, but if the athlete isn’t the one doing the lifting, their muscles won’t grow. The same is true for student learning. If students only copy notes or nod along, their cognitive muscles won’t develop. Cognitive lift is the mental work students do to understand, apply, and explain academic content. It’s not about giving students harder problems or letting them struggle alone. It’s about creating space for them to reason and stretch their thinking.
Research consistently shows that students learn more when they are actively engaged with the material, rather than passively observe. Learners often forget what they’ve “learned” if they only hear an explanation. That’s why great tutors don’t just explain material clearly–they get students to explain it clearly.
Tutoring, with its small group format, is the ideal space to encourage students’ cognitive lift. While direct instruction and clear explanations are essential at the right times in the learning process, tutorials offer a powerful opportunity for students to engage deeply and productively practice with support.
The unique power of tutorials
Small-group tutorials create conditions that are harder to foster in a full classroom. Having just a few students, tutors can track individual student thinking and adjust support quickly. Students gain more chances to voice reasoning, test ideas, and build confidence. Tutorials rely on strong relationships, and when students trust their tutor, they’re more willing to take risks, share half-formed thoughts, and learn from mistakes.
It’s easier to build space for every student to participate and shine in a tutorial than in a full class. Tutors can pivot when they notice students aren’t actively thinking. They may notice they’re overexplaining and can step back, shifting the cognitive responsibility back to the students. This environment gives each learner the opportunity to thrive through cognitive lift.
What does cognitive lift look like?
What does cognitive lift look like in practice? Picture two tutorials where students solve equations like they did in class. In the first, the tutor explains every step, pausing only to ask quick calculations like, “What’s 5 + 3?” The student might answer correctly, but solving isolated computations doesn’t mean they’re engaged with solving the equation.
Now imagine a second tutorial. The tutor begins with, “Based on what you saw in class, where could we start?” The student tries a strategy, gets stuck, and the tutor follows up: “Why didn’t that work? What else could you try?” The student explains their reasoning, reflects on mistakes, and revises. Here, they do the mental heavy lifting–reaching a solution and building confidence in their ability to reason through challenges.
The difference is the heart of cognitive lift. When tutors focus on students applying knowledge and explaining thinking, they foster longer-term learning.
Small shifts, big impact
Building cognitive lift doesn’t require a complete overhaul. It comes from small shifts tutors can make in every session. The most powerful is moving from explaining to asking. Instead of “Let me show you,” tutors can try “How might we approach this?” or “What do you notice?” Tutoring using questions over explanations causes students to do more work and learn more.
Scaffolds–temporary supports that help students access new learning–can support student thinking without taking over. Sentence stems and visuals guide thinking while keeping responsibility with the student. Simple moves like pausing for several seconds after questions (which tutors can count in their heads) and letting students discuss with a partner also create space for reasoning.
This can feel uncomfortable for tutors–resisting the urge to “rescue ” students too quickly can be emotionally challenging. But allowing students to wrestle with ideas while still feeling supported is where great learning happens and is the essence of cognitive lift.
The goal of tutoring
Tutors aren’t there to make learning easy–they’re there to create opportunities for students to think and build confidence in facing new challenges. Just like a personal trainer doesn’t lift the weights, tutors shouldn’t do the mental work for students. As athletes progress, they add weight and complete harder workouts. Their muscles strengthen as their trainer encourages them to persist through the effort. In the same way, as the academic work becomes more complex, students strengthen their abilities by wrestling with the challenge while tutors coach, encourage, and cheer.
Success in a tutorial isn’t measured by quick answers, but by the thinking students practice. Cognitive lift builds independence, deepens understanding, and boosts persistence. It’s also a skill tutors develop, and with the right structures, even novices can foster it. Imagine tutorials where every learner has space to reason, take risks, and grow. When we let students do the thinking, we not only strengthen their skills, we show them we believe in their potential.
Dr. Halley Bowman, Saga Education
Dr. Halley Bowman is the Senior Director of Academics at Saga Education. She draws on years of teaching and high-impact tutoring experience to help new educators create learning spaces where students thrive.
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Every year on Veterans Day, we pause to honor those who have served our country—but our gratitude must extend beyond a single day of reflection. One of the most powerful ways to repay veterans’ service is through education, a goal long supported by the general public and Republican and Democratic administrations alike. Student veterans bring leadership, discipline and unique experiences to college campuses; their postsecondary success strengthens both our communities and economies.
Yet despite their proven academic potential and deep motivation to earn a degree, too many veterans face unnecessary barriers to completing college. At Ithaka S+R, we’ve reported on the value of enrolling and supporting student veterans and the unique challenges these students face in getting to and through higher education, for several years running. From underresourced institutions to opaque transfer processes and predatory recruitment practices, these obstacles result in lower bachelor’s degree attainment among veterans compared to their civilian peers.
Right now, policy and appropriations decisions (including the current government shutdown) could undermine the progress the country has made in providing educational opportunities for our veterans. As we celebrate Veterans Day, it’s time for higher education leaders and policymakers to renew their commitment to supporting those who’ve served. Here are three developing situations that we’re monitoring for their potential impact on student veterans.
Cuts to Veterans Upward Bound
Veterans Upward Bound is a federally funded TRIO program focused on precollege, college transition and college success support for veterans. Started in 1972, the program now supports more than 8,000 veterans looking to enroll in or return to college by providing academic instruction, tutoring and counseling. There are 60-plus programs nationally, run by individual colleges and universities. The programs have proven highly effective: Participants are 42 percent more likely than their peers to earn a bachelor’s degree within six years.
There is significant uncertainty about whether the federal government will sustain the current and future funding for these Veterans Upward Bound programs. The federal government delayed payment for the majority of TRIO programs this fall, including all Veterans Upward Bound programs. The funding delay came on the heels of proposals to decrease, or even eliminate completely, TRIO programs in next year’s federal budget. The Department of Education got a head start this year, canceling many thousands of dollars in already-allocated funding for TRIO programs, including for VUB programs, in mid-September. Although some of that funding has since been restored, the uncertainty leaves many programs struggling to plan for the year ahead.
VA Staffing Cuts and GI Bill Processing Times
Enrolled student veterans rely on the federal government for the processing of their GI Bill funds. The combination of staffing cuts at the Department of Veterans Affairs and the recent federal government shutdown has created delays, confusion and, ultimately, financial stress for student veterans.
This summer, student veterans and campus advisers reported that benefit eligibility determinations and payments for the GI Bill took three times longer than previously because of understaffing and increased administrative errors. This meant that housing and textbook payments were delayed, which led to some student veterans missing the start of classes (and, in more severe cases, dropping or stopping out).
The situation has worsened since the federal government shut down on Oct. 1. Although education benefits themselves are primarily funded through advance appropriations and thus can continue to be paid out, critical support services have ceased operation during the shutdown. The VA’s GI Bill phone hotline, which many rely on for questions about eligibility, payments and school certification, is closed. Regional VA offices, which normally handle in-person assistance, are also closed. Not only do these closures create challenges in the current moment, but resulting processing delays will result in a backlog even after the government reopens.
For student veterans on fixed schedules, with tight budgets and in transitional life phases, the time and energy to deal with unsettled paperwork add up to real risks for academic progress and financial stability.
Measuring Student Veteran Success
The uncertainty of federal support for student veterans comes at a time when there is shrinking programmatic and rhetorical support for students that higher education has historically struggled to welcome. Veterans are increasingly more likely to belong to other underrepresented groups, such as racial minorities and adult learners, so the challenges they face in accessing and affording higher education may be multiplied.
The states, systems and institutions interested in continuing to serve student veterans are also facing immense challenges as they confront federal policy changes that have downstream financial impacts, such as changes to graduate student loans and the decline in international student enrollment. While these challenges make it even more imperative for institutions to enroll a wider range of students, including student veterans, there is simultaneously increased difficulty in doing so.
Investing in veteran-specific admissions strategies and academic advising, providing efficient credit transfer mechanisms, and tracking postcollege outcomes are initiatives that can help boost student veteran success. The full scope of that success, however, remains elusive, as the data landscape for student veterans remains fragmented and incomplete. Alongside institutional efforts to ensure success, regional and national efforts are needed to more fully understand how many new veterans could benefit from enrolling in higher education each year and in what degree programs they are most interested. To truly understand the scope of the impact of the federal budget and staffing cuts and how other parts of higher education can help fill that breach and prioritize veterans’ enrollment, it is essential to know more about the size and scope of the potential student veteran population we are looking to serve.
Conclusion
As federal uncertainty grows, from cuts to Veterans Upward Bound programs to delays in GI Bill processing, and the shutdown drags on, student veterans risk being left behind just when they need institutional support most. At the same time, colleges face shrinking budgets and shifting demographics that make it harder to serve those who’ve already given so much.
But these challenges also present an opportunity for stakeholders throughout higher education to refocus on veterans. By investing in veteran-specific recruitment, advising and data collection efforts, institutions, states and veteran-serving organizations can open doors to a new generation of leaders ready to contribute to their campuses and communities.
The promise of higher education for veterans should not only depend on bureaucratic stability or federal budget cycles; it requires a collective effort from within and beyond the field of higher education. This Veterans Day and every day after, let’s recommit to ensuring that those who served our nation have every chance to succeed in the classroom and beyond.
Emily Schwartz is a principal of bachelor’s attainment at the nonprofit Ithaka S+R, which conducts research and offers strategic advice on student access and success, among other topics related to higher education and research. Michael Fried is a senior researcher and Daniel Braun is senior development and operations specialist, both at Ithaka S+R.
The annual global game design awards $20,000 in grand prizes for creative and impactful games that advance the UN Sustainable Development Goals
NEW YORK, NY — [NOV 10, 2025] — Games for Change (G4C), the leading nonprofit that empowers game creators and innovators to drive real-world change, today announced the kick off of the 2025- 2026 Games for Change Student Challenge, a global game design program inviting learners ages 10–25 years old to tackle pressing world issues that address the United Nations Sustainable Development Goals, through creativity, play, and purposeful design.
Now in its eleventh year, the Student Challenge has reached more than 70,000 students and almost 2,000 educators and faculty across 600cities in 91 countries, inspiring the creation of over 6,600 original student-designed games that connect learning to action. From November to April 2026, participants will design and submit games for consideration in regional and global competitions, with Game Jams taking place worldwide throughout the season.
“The G4C Student Challenge continues to show that when young people design games about real-world issues, they see themselves not just as players, but as problem solvers and changemakers,” said Arana Shapiro, Chief Operations and Programs Officer at Games for Change. “Through game design, students learn to think critically, collaborate, and build solutions with purpose. In a world shaped by AI and constant change, durable skills like problem solving, critical thinking, and game design will allow all learners to thrive in their communities and worldwide.”
This year, students will explore three new themes developed with world-class partners to inspire civic imagination and problem-solving:
Two grand-prize winners will receive a total of $20,000 in scholarships, generously provided by Take-Two Interactive and Endless. Winners and finalists will be celebrated at the Student Challenge Awards on May 28, 2026, in recognition of exceptional creativity, social impact, and innovation in student game design.
“With 3.4 billion players worldwide, the video games industry has an unprecedented ability to reach and inspire audiences across cultures and our next generation of leaders,” said Lisa Pak, Head of Operations at Playing for the Planet. “We’re excited about our collaboration with Games for Change, empowering students to use their creativity to spotlight the threats to reefs, rainforests, and our climate. Together, we’re transforming play into a powerful tool for awareness, education, and action.”
“More than 319 million people face severe hunger around the world today,” said Jessamyn Sarmiento, Chief Marketing Officer at World Food Program USA. “Through the ‘Outgrow Hunger’ theme, we’re giving the next generation a way to explore the root causes of food insecurity and imagine solutions through research, game design, and play. This collaboration helps students connect their creativity to one of the most urgent challenges of our time—ending hunger for good.”
Additionally, G4C is expanding its educator support with the launch of the G4C Learn website, the world’s largest online resource library featuring lesson plans, tutorials, and toolkits to guide students, teachers, and faculty on topics like game design, game-based learning, esports, career pathways, and more. In partnership with Global Game Jam, educators worldwide can receive funding, training, and support to host Student Challenge Game Jams in their classrooms and communities.
“Games turn learning into challenges students actually want to take on,” said Luna Ramirez, CTE teacher at Thomas A. Edison CTE High School based in New York City. “When students design games to tackle pressing global problems affecting their communities, they become curious about the world around them, experimenting, and bringing ideas to life. The best learning happens when students take risks, fail forward, and collaborate, and that’s exactly what the Games for Change Student Challenge empowers.”
Educators, parents, and learners ages 10–25 can now registerfor the 2026 Games for Change Student Challenge and access free tools and resources atlearn.gamesforchange.org.
Since 2004, Games for Change (G4C) has empowered game creators and innovators to drive real-world change through games and immersive media, helping people learn, improve their communities, and make the world a better place. G4C partners with technology and gaming companies, nonprofits, foundations, and government agencies to run world-class events, public arcades, design challenges, and youth programs. G4C supports a global community of developers using games to tackle real-world challenges, from humanitarian conflicts to climate change and education. For more information, visit: https://www.gamesforchange.org/.
Today’s blog was kindly authored by Peter Gray, CEO and Chairman of the JS Group.
If universities are to adapt to the latest skills-led demands of the Government (and to match the stated national future industry priorities), they will need to look well beyond their course and employability provision at many other aspects of the student experience.
One such key area is in the connection between student financial support and employability opportunities. It is important that those students from lower-income or more restricted backgrounds are financially equipped and able to take advantage of, for example, off-campus experiences with employers to ensure they aren’t denied these frontline opportunities for skills development and for making connections. While there are many charities working to structure and access these opportunities, it is the funding itself to enable this full participation that needs particular attention.
That’s why I can foresee a new demand for universities to steer more and more bursaries, scholarships, and special-case funding streams towards helping students with skills-based experiences. It is a trend that is already growing – as JS Group’s latest annual analysis of patterns in student financial support demonstrates. In recent years, we’ve assessed the overall use of £296 million of such support provided to 584,000 students.
In the last 12 months (the 2024/25 academic year), we have looked at the use of this funding by students, the formats of payments and the timelines of when funding is being used and applied. This data (from our Aspire platform) is immensely important as it can draw on real-time and (student) user-based experiences to ensure universities have the evidence to make future decisions about their student support investments.
A notable trend this year – which is in part explained by an expansion of participating universities providing data and the use of funding from Turing and Taith public funding schemes – is in how more and more students are using cash-based support from their institution to address the costs of work placements or associated travel, or to recover such expenses.
Expenses claims are up by more than six per cent, use of placement funds is up three per cent and travel is up by more than one per cent. Our indicators show more action in these areas alongside continued support for accommodation, household bills, groceries and course-based resources.
Our feedback survey of students as funding beneficiaries also shows the value that they place on funding for levelling-up (in terms of their ability to participate in opportunities) and for strengthening their perception of value and belonging with their university.
If, as we expect, there will now be a national policy drive to steer more embedded work-related and skills-driven activities as part of the higher education experience, then it makes sense for universities to reassess how they are using their financial support beyond cost-of-living and cost-of-learning applications.
In recent years, the teaching profession has faced unprecedented challenges, with inflation emerging as a significant factor affecting educators’ professional lives and career choices. This in-depth examination delves into the complex interplay between escalating inflation rates and the self-efficacy of educators–their conviction in their capacity to proficiently execute their pedagogical responsibilities and attain the desired instructional outcomes within the classroom environment.
The impact of inflation on teachers’ financial stability has become increasingly evident, with many educators experiencing a substantial decline in their “real wages.” While nominal salaries remain relatively stagnant, the purchasing power of teachers’ incomes continues to erode as the cost of living rises. This economic pressure has created a concerning dynamic where educators, despite their professional dedication, find themselves struggling to maintain their standard of living and meet basic financial obligations.
A particularly troubling trend has emerged in which teachers are increasingly forced to seek secondary employment to supplement their primary income. Recent surveys indicate that approximately 20 percent of teachers now hold second jobs during the academic year, with this percentage rising to nearly 30 percent during summer months. This necessity to work multiple jobs can lead to physical and mental exhaustion, potentially compromising teachers’ ability to maintain the high levels of energy and engagement required for effective classroom instruction.
The phenomenon of “moonlighting” among educators has far-reaching implications for teacher self-efficacy. When teachers must divide their attention and energy between multiple jobs, their capacity to prepare engaging lessons, grade assignments thoroughly, and provide individualized student support may be diminished. This situation often creates a cycle where reduced performance leads to decreased self-confidence, potentially affecting both teaching quality and student outcomes.
Financial stress has also been linked to increased levels of anxiety and burnout among teachers, directly impacting their perceived self-efficacy. Studies have shown that educators experiencing financial strain are more likely to report lower levels of job satisfaction and decreased confidence in their ability to meet professional expectations. This psychological burden can manifest in reduced classroom effectiveness and diminished student engagement.
Perhaps most concerning is the growing trend of highly qualified educators leaving the profession entirely for better-paying opportunities in other sectors. This “brain drain” from education represents a significant loss of experienced professionals who have developed valuable teaching expertise. The exodus of talented educators not only affects current students but also reduces the pool of mentor teachers available to guide and support newer colleagues, potentially impacting the professional development of future educators.
The correlation between inflation and teacher attrition rates has become increasingly apparent, with economic factors cited as a primary reason for leaving the profession. Research indicates that districts in areas with higher costs of living and significant inflation rates experience greater difficulty in both recruiting and retaining qualified teachers. This challenge is particularly acute in urban areas where housing costs and other living expenses have outpaced teacher salary increases.
Corporate sectors, technology companies, and consulting firms have become attractive alternatives for educators seeking better compensation and work-life balance. These career transitions often offer significantly higher salaries, better benefits packages, and more sustainable working hours. The skills that make effective teachers, such as communication, organization, and problem-solving, are highly valued in these alternative career paths, making the transition both feasible and increasingly common.
The cumulative effect of these factors presents a serious challenge to the education system’s sustainability. As experienced teachers leave the profession and prospective educators choose alternative career paths, schools face increasing difficulty in maintaining educational quality and consistency. This situation calls for systematic changes in how we value and compensate educators, recognizing that teacher self-efficacy is intrinsically linked to their financial security and professional well-being.
Dr. Jason Richardson, Garden City Elementary School & the International University of the Caribbean
Dr. Jason Richardson is a Teacher Leader at the Garden City Elementary School in Savannah, Georgia and a Professor of Graduate Studies at the International University of the Caribbean (Jamaica). He holds a Diploma in Principalship from the National Leadership College of Jamaica, Bachelor of Education from the International University of the Caribbean, Master of Science in Counseling and Consulting Psychology from the International University of the Caribbean, Educational Specialist Degree and a Doctor of Education Degree in Leadership and Management from the William Howard Taft University.
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