Essays, research, field notes, and provocations about education, technology, work, and the futures we are already building.
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 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 It examines why schools reproduce outdated pedagogies even when new technologies make other possibilities visible.
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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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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.
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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.
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The 2025 Global Education Futures Readiness Index (GEFRI) finds wide differences in how prepared countries are for education futures. It examines readiness across infrastructure, human capital, access, innovation, and governance.
Read articleEducators face a growing sense of concern about artificial intelligence. New tools enter classrooms faster than policies can adapt.
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Este artículo explora cómo gamificar el uso de la inteligencia artificial para hacer trampa y convertirlo en una oportunidad de aprendizaje. Education Futures utiliza el juego para fomentar la curiosidad, la ética y la reflexión.
Read articleThis article explores how gamifying cheating with AI can turn misconduct into an opportunity for learning. Education Futures uses play to encourage curiosity, ethics, and reflection about how technology is used.
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” 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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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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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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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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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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