Who gets to shape education in 2036?
After EdWeek Market Brief’s K-12 Futurecast with Katherine Prince, John Moravec reflects on educational sovereignty, teacher judgment, and the risk of human attention becoming a premium service.
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John Moravec
Articles and research by John Moravec.
MCP support added to GEFRI
AI assistants can now connect directly to GEFRI to work with current and historical data, compare countries and regions, and interpret results alongside other sources and contextual knowledge.
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Educating for what machines can’t do is the wrong approach
As AI takes on more codified work, schools need to develop the personal knowledge people use to create new value.
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New paper, Unprepared: Education beyond 2030
In a new paper, John Moravec argues that education’s crisis beyond 2030 is not a lack of preparation but the loss of power to govern the systems shaping learning, work, and public life.
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Introducing KnowMapped: A platform for mapping knowledge
KnowMapped began as an internal tool at Education Futures. We built it because we kept working with ideas that were difficult to represent in ordinary documents, slide decks, or outlines.
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AI, coloniality, and educational sovereignty
This paper examines how artificial intelligence can reproduce colonial patterns in education and knowledge production. It calls for educational sovereignty, institutional responsibility, and more critical approaches to AI policy.
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The crisis is not artificial intelligence; It is institutional imagination
This article argues that education’s central crisis is not artificial intelligence but institutional imagination. It examines why schools reproduce outdated pedagogies even when new technologies make other possibilities visible.
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The tool was never the problem: Phone bans, AI, and the failure of control
This article examines what school phone bans reveal about control, trust, and the purpose of education. It argues that the debate is less about devices than about how institutions understand learning and student agency.
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AI as anti-democratic infrastructure (and what education can do about it)
Alex Karp (2026), CEO of Palantir, recently framed AI as a force that will reduce the power of “highly educated, often female voters, who vote mostly Democrat,” while increasing the power of non-college-educated, working-class men.
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Second channel resilience: Preserving educational coördination in low-connectivity environments
Explore how LoRa-based mesh (Meshtastic) communication can keep education programs running when the internet and electricity fail.
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Cómo las grandes empresas tecnológicas están colonizando silenciosamente la educación
Los educadores enfrentan una creciente sensación de preocupación frente a la inteligencia artificial. Nuevas herramientas ingresan a las aulas más rápido de lo que las políticas pueden adaptarse.
Read articleHow Big Tech is silently colonizing education
Educators face a growing sense of concern about artificial intelligence. New tools enter classrooms faster than policies can adapt.
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Is AI making organizations lazy? (The answer is “yes”)
” The answer, I argued, is not really. It is a tool, just like a calculator or book, that can enhance human capacity.
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Is AI making humans “cognitively lazy”?
AI has renewed debate about learning, memory, and creativity in an age of cognitive offloading. Cognitive offloading means using tools to do mental work we could do ourselves.
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School access and gender parity in Sub-Saharan Africa: Through the lens of GEFRI
Education is one of the most powerful levers for social progress and economic development. Yet across Sub-Saharan Africa, access to schooling and the achievement of gender parity remain elusive.
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Motivation is something we create with students, not something we do to them
Thomas Arnett’s piece “AI can personalize learning. It can’t make students care” makes a compelling case that adolescent motivation is deeply social and that AI, however powerful, can’t replace the human need for recognition and belonging.
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Question everything
In our era defined by radical uncertainty, a primary duty of education should be to develop our courage to question relentlessly. Otherwise, we will never learn.
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What the GEFRI data tells us that we didn’t expect
The Global Education Futures Readiness Index (GEFRI) provides the first comprehensive, data-driven answer. Covering 217 countries, including large economies, small island states, and nations in crisis, GEFRI benchmarks how prepared each is to meet the demands of rapidly changing educational, social, and technological landscapes.
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