Founded by Dr. John W. Moravec, Education Futures is an independent research and advisory practice. We study how education must transform as technology, work, and public life change, and we collaborate with institutions confronting these shifts to imagine and build better futures.
Selected essays, research, and field notes.
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 It examines why schools reproduce outdated pedagogies even when new technologies make other possibilities visible.
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Education Futures announces the release of Build a Positive Rebellion: Create New Education Futures, a book by Dr. John W. Moravec about transforming education for a changing world.
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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.
Read articleQuestions of learning are also questions of power: who decides what counts as knowledge, how institutions distribute opportunity, and whether people can act on what they learn.
Our work follows questions that challenge our future: artificial intelligence, learner agency, technological sovereignty, knowmadic learning, public policy, and institutional transformation. We connect research and strategic foresight to decisions that can be tested in practice.
Our futures are made through decisions about power, knowledge, and whose interests institutions serve. If education is to become more than preparation for an unjust world, it must help people build alternatives to realize our best futures.
New publications, research notes, and commentary.
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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The mid-2026 GEFRI update provides a view of how well education systems are positioned to respond to social, technological, economic, and institutional change.
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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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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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Explore how LoRa-based mesh (Meshtastic) communication can keep education programs running when the internet and electricity fail.
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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 articleEducation Futures works with governments, universities, schools, international organizations, and civic partners when they need to understand a changing context, explore new disctions, and develop preactive responses.
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