Quantum computing and the future of education
Quantum computing will disrupt education more profoundly than AI. Explore its potential, risks, and what policymakers must do to guide it responsibly.
Author
John Moravec
Articles and research by John Moravec.
Basta de cajas: aprender en ecosistemas
El aprendizaje atraviesa hogares, comunidades, espacios de trabajo y redes digitales. Las escuelas pueden conectar y reconocer esas experiencias.
No more boxes: Learning in ecosystems
Learning does not fit neatly into classrooms, schedules, and institutional categories. Meaningful learning is exploratory, connected, and shaped by life beyond school.
Learning at the intersection of agency and self-efficacy
At the heart of meaningful education is a powerful idea: learners thrive when they are trusted to shape their learning and believe they are capable of success. This fusion of agency (being afforded real choices) and self-efficacy (believing in one’s ability to act on those choices) transforms education from routine compliance into purposeful growth.
Aprender en la intersección de la agencia y la autoeficacia
El aprendizaje cobra sentido cuando las personas pueden decidir su rumbo y confían en su capacidad para actuar. La agencia y la autoeficacia permiten crecer con propósito.
Kids are people, too
When students are trusted to co-create the structures and rhythms of school life, the outcomes are measurable and lasting.
Los niños también son personas
Los jóvenes tienen derechos y deben participar en las decisiones que moldean su educación. Compartir poder y responsabilidad empieza con respeto y confianza.
Ante la falta de esperanza, debemos construir comunidades de confianza
La confianza permite construir futuros educativos desde la dignidad, la curiosidad y la responsabilidad compartida. Debe practicarse en relaciones e instituciones.
In the absence of hope, we must build communities of trust
In many places, unfortunately including my home country of the United States, learning is no longer nurtured. It is managed.
1.0 schools cannot teach 3.0, 4.0, 5.0 … kids
In one classroom, a student copies notes about a centuries-old war. Outside that school, they build game mods, edit videos for social media, and debate politics in global online forums.
Las escuelas 1.0 no pueden educar a jóvenes 3.0, 4.0, 5.0…
Los modelos escolares industriales se alejan de cómo viven y aprenden los jóvenes. Rediseñar su propósito exige imaginación, agencia y responsabilidad compartida.
Does the modern university end at AI?
AI Trends in Higher Education,” hosted by Emerald Publishing and the Higher Education Teaching and Learning Association (HETL), March 26,.
¿La universidad moderna termina con la IA?
La IA modifica la gobernanza, la equidad y el propósito de la universidad. Las instituciones necesitan imaginación estratégica y capacidad para decidir qué futuro educativo quieren construir.
Educar para un planeta compartido
La ciudadanía planetaria conecta experiencias locales con responsabilidades globales. Educar para ella exige empatía, pensamiento sistémico, colaboración y cuidado.
Educating for a shared planet
We are living through overlapping global crises: climate breakdown, mass displacement, ecological collapse, rising authoritarianism, and digital fragmentation. These forces are not distant trends; they shape everyday life.
Construir futuros que aún no podemos imaginar
La educación debe desarrollar anticipación, adaptación y juicio ético para que todos puedan participar en crear futuros todavía desconocidos.
Building futures we cannot yet imagine
Education is teaching yesterday to children who will live in tomorrow. While medicine rewrites genomes and technology engineers intelligence, schools remain firmly anchored to the past.
Toward creative futures, beyond standardization
Standardization prioritizes predictability over possibility, compliance over creativity, and repetition over risk-taking. When education reduces students to manufactured products, it ignores their unique potential to seek out their own passions and solve problems creatively.