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January 1, 2025 marks the official release of Manifesto 25, a visionary document calling for urgent action to transform global education systems. The manifesto challenges the status quo, asserting that education as we know it is failing to prepare learners for the complexity and uncertainty of our rapidly changing world.
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This morning, the Royal Swedish Academy of Sciences awarded Daron Acemoglu, Simon Johnson, and James A. Robinson with the 2024 Nobel Prize in Economic Sciences.
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In recent talks in Argentina, Spain, and Colombia, I delved into the competencies essential for “knowmads” in the age of artificial intelligence (AI). This transformative era requires a shift in how educators approach teaching and learning, and it’s critical to understand what this means for teachers today.
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We find ourselves in an era where the languages of technology—bytes, pixels, and algorithms—have become as fundamental as the ABCs we learned in school. But are our educational systems keeping up?
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Note: This article originally appeared in Sociální Pedagogika | Social Education, 8(1), 38-42.
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Education Futures is pleased to announce the release of the book, Emerging education futures: Experiences and visions from the field. With contributions from four continents, this volume reveals a ‘snapshot’ of some of our best thinking for building new education futures.
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This second article in a three-part series develops a theory of invisible learning. It examines how informal, non-formal, and serendipitous experiences shape what people know.
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