Current Trends in Education

𝗪𝗵𝗮𝘁 𝘀𝗵𝗼𝘂𝗹𝗱 𝘀𝗰𝗵𝗼𝗼𝗹𝘀 𝗿𝗲𝗮𝗹𝗹𝘆 𝗽𝗿𝗲𝗽𝗮𝗿𝗲 𝘀𝘁𝘂𝗱𝗲𝗻𝘁𝘀 𝗳𝗼𝗿? The World Economic Forum’s Future of Jobs Survey 2024 makes one thing clear: 𝗯𝘆 𝟮𝟬𝟯𝟬, the 𝗺𝗼𝘀𝘁 𝘃𝗮𝗹𝘂𝗲𝗱 𝘀𝗸𝗶𝗹𝗹𝘀 won’t be memorised facts, but 𝗿𝗲𝘀𝗶𝗹𝗶𝗲𝗻𝗰𝗲, 𝗮𝗱𝗮𝗽𝘁𝗮𝗯𝗶𝗹𝗶𝘁𝘆, 𝗰𝘂𝗿𝗶𝗼𝘀𝗶𝘁𝘆, 𝗲𝗺𝗽𝗮𝘁𝗵𝘆, 𝗮𝗻𝗱 𝘁𝗲𝗰𝗵𝗻𝗼𝗹𝗼𝗴𝗶𝗰𝗮𝗹 𝗹𝗶𝘁𝗲𝗿𝗮𝗰𝘆. As this chart shows, the world is shifting:  • From static knowledge to lifelong learning  • From routine tasks to creative and analytical thinking  • From individual achievement to collaboration and emotional intelligence. As educators and policymakers, we must ask ourselves:  • Are our classrooms cultivating these future-ready skills?  • Are assessments aligned with what will truly matter?  • Are we enabling students to thrive, not just survive, in an uncertain future? It’s time to move from a content-heavy curriculum to one that values agency, self-awareness, and purposeful learning. Every school should, and can, be a place where every child learns to be a problem-solver, a systems thinker, a compassionate teammate and, most of all, a curious, adaptable, humane being. At ThriveNow Education, we believe in a balanced approach. Yes, the future demands adaptability, creativity, and digital fluency but these must be built on solid foundations of literacy, numeracy, and global citizenship. Our curriculum blends core academic learning with real-world experiences, integrated projects, and values-driven action. We support students to achieve in essential subjects, but also to develop the skills and mindsets they’ll need to thrive in a rapidly changing world. Let’s move beyond the false choice between knowledge and skills. The future belongs to those who can think critically, act ethically, adapt appropriately, and connect deeply and that starts with an education that is both rigorous and relevant. 𝗪𝗵𝗮𝘁 𝗶𝘀 𝘁𝗵𝗲 𝘀𝗶𝗻𝗴𝗹𝗲 𝗺𝗼𝘀𝘁 𝗶𝗺𝗽𝗼𝗿𝘁𝗮𝗻𝘁 𝘀𝗸𝗶𝗹𝗹, 𝗺𝗶𝗻𝗱𝘀𝗲𝘁, 𝗼𝗿 𝗮𝗿𝗲𝗮 𝗼𝗳 𝘂𝗻𝗱𝗲𝗿𝘀𝘁𝗮𝗻𝗱𝗶𝗻𝗴 𝘁𝗵𝗮𝘁 𝗵𝗲𝗹𝗽𝘀 𝗽𝗲𝗼𝗽𝗹𝗲 𝘁𝗵𝗿𝗶𝘃𝗲 𝗶𝗻 𝘆𝗼𝘂𝗿 𝗯𝘂𝘀𝗶𝗻𝗲𝘀𝘀 𝗼𝗿 𝗽𝗿𝗼𝗳𝗲𝘀𝘀𝗶𝗼𝗻? 𝗦𝗵𝗮𝗿𝗲 𝘆𝗼𝘂𝗿 𝘁𝗵𝗼𝘂𝗴𝗵𝘁𝘀 𝗶𝗻 𝘁𝗵𝗲 𝗰𝗼𝗺𝗺𝗲𝗻𝘁𝘀—𝗹𝗲𝘁’𝘀 𝘀𝘁𝗮𝗿𝘁 𝗮 𝗰𝗼𝗻𝘃𝗲𝗿𝘀𝗮𝘁𝗶𝗼𝗻 𝗮𝗯𝗼𝘂𝘁 𝘄𝗵𝗮𝘁 𝗿𝗲𝗮𝗹𝗹𝘆 𝗺𝗮𝘁𝘁𝗲𝗿𝘀 𝗳𝗼𝗿 𝘁𝗵𝗲 𝗻𝗲𝘅𝘁 𝗴𝗲𝗻𝗲𝗿𝗮𝘁𝗶𝗼𝗻 𝘁𝗼 𝘀𝘂𝗰𝗰𝗲𝗲𝗱. (𝘐𝘮𝘢𝘨𝘦: 𝘊𝘰𝘳𝘦 𝘚𝘬𝘪𝘭𝘭𝘴 𝘧𝘰𝘳 2030, 𝘣𝘢𝘴𝘦𝘥 𝘰𝘯 𝘞𝘌𝘍 𝘍𝘶𝘵𝘶𝘳𝘦 𝘰𝘧 𝘑𝘰𝘣𝘴 𝘚𝘶𝘳𝘷𝘦𝘺)

London is miles ahead of the ‘left behind’ parts of England when it comes to the opportunities available for disadvantaged young people, and the social mobility this creates. Last week at The Sutton Trust, we published the Opportunity Index, which looked at school attainment, employment outcomes, university attendance rates, and earnings for disadvantaged young people – split by parliamentary constituency. This was a huge undertaking incorporating data from over 10m people. The link to the interactive map is at the bottom. The results showed: ▪️ London is miles ahead of the rest of the country. All the top 20, and 42 of the top 50 constituencies are in the capital. ▪️ Outside of London, it’s a mixed picture. The North does badly, although there are some bright spots in Birmingham and Manchester. ▪️ Even in the (relatively prosperous) Southeast, there are places in Surrey and Kent which do badly. ▪️ This is not about rich vs. poor areas. The constituency which creates the best opportunities is East Ham, a poor borough in London. Overall, this demonstrates the huge challenges we face to spread opportunity around the country. Governments of all colours have tried and failed to ‘level up’ the UK. While we applaud the ambition of the current government’s Opportunity Mission, at the moment they do not have the policies in place to deliver significant change. What can we learn from London’s success vs. places – such as the Northeast where I grew up – which do badly? Of course, it is partly about economic opportunities, and we need a long-term plan for inclusive growth. But disparities are also about education: Schools in London do much better in supporting the attainment of disadvantaged kids, and the gap between rich and poor is much lower in the capital. Indeed, a pupil on free school meals (FSM) in London does almost as well as the average non-FSM pupil in some of the worse performing parts of the country. ▪️ We need a national mission to narrow the attainment gap in all parts of the country. University entrance rates in London are massively higher. Around 30% of FSM kids in high opportunity boroughs in London go to Uni, compared to 10% or less from some of the ‘left behind’ places. ▪️ Driving up Uni attendance rates in cold spots, including more systematically using contextual admissions and foundation years to do so would make a big difference. There are many more young people not in education, employment or training in low opportunity areas: ▪️ How do we invest in FE colleges, skills, and apprenticeships to provide multiple pathways to success in those places? This is an urgent problem. Not only are we letting down huge swathes of the next generation, but we’re also holding back economic growth in low opportunity areas by wasting talent. And we know that populism often takes hold in places where people lack opportunities – and hope – for the future. https://lnkd.in/ejQwn9hz

LSU just cracked the code on the cybersecurity talent shortage, and it's brilliantly simple. They're having STUDENTS run their SOC. Yes, actual students managing real security incidents across 34 campuses, 24/7. The results? Mind-blowing: • Students handle 33% of all security incidents • Each student gets 1,000 hours of hands-on SOC experience • First 3 graduates? 100% hired immediately • Cost: Fraction of traditional SOC staffing Here's why this changes everything: For Universities: • Enterprise-grade security at student wages • Transition from reactive to proactive security • Access to advanced tools (Splunk SIEM/SOAR on AWS) For Students: • Real incidents, real pressure, real experience • Industry certifications while in school • Transcript documentation = instant credibility • Direct pipeline to $70K+ SOC analyst roles For Employers (this is huge): • Graduates with 1,000+ hours ACTUAL SOC experience • Already trained on enterprise tools • Battle-tested on real incidents • No "entry-level" learning curve The recruiting implications: As someone who's helped dozens transition into cybersecurity, the #1 barrier has always been "no experience." This model obliterates that barrier. Imagine interviewing a new grad who says: "I've already triaged 500 security incidents, managed SIEM/SOAR platforms, and responded to actual breaches." Game. Changed. Companies scrambling to fill SOC positions: Partner with universities NOW. Fund these programs. It's your talent pipeline for the next decade. Students wanting cybersecurity careers: Find schools with student-run SOCs. That 1,000 hours of experience is worth more than any certification. Universities sitting on the sidelines: You're leaving money and talent on the table. LSU proved the model works. The best part? This scales globally. Every university could implement this tomorrow. Who else sees this as the future of cybersecurity education? #Cybersecurity #HigherEd #TalentDevelopment #SOC #InfoSec #CybersecurityEducation #WorkforceDevelopment #StudentSuccess

The “golden age” for anglophone universities is ending - and four convergent forces are reshaping the global tertiary education landscape in ways that make traditional approaches obsolete. So says Massimo Garbuio, associate professor in strategy, innovation and entrepreneurship at the The University of Sydney Business School. The four forces are: “First, demand disruption is happening through regulation and choice proliferation. Government caps and other restrictions on international student numbers have punctured the demand bubble, while digital platforms such as 2U and edX have expanded student choice. Today’s learners exercise unprecedented agency in selecting their educational journey…” “Second, when revenue streams seemed inexhaustible, many institutions overextended on infrastructure and staffing without building resilient financial foundations. The chickens are now coming home to roost.” Third, many universities have fallen victim to “symbolic strategy syndrome”. University strategic plans reveal that they are not much more than elaborate exercises in institutional theatre. “Fourth, higher education is finally having its long-predicted Netflix moment. Artificial intelligence isn’t just changing how we work – it’s revolutionising learning and research paradigms.” How should the sector respond? “To thrive in this emerging landscape, institutions must develop distinctive advantages, maintain rigorous cost discipline beyond mere redundancies, and make bold resource allocation decisions,” writes Garbuio in Times Higher Education.

Students Are Changing and So Must We Higher education has always been about growth and transformation, but the students walking onto our campuses today are not the same as those of ten, five, or even two years ago. They are digital natives who expect real-time communication. They balance multiple responsibilities: family, work, community all while pursuing their degrees. They demand flexibility in schedules, delivery, and support. And most importantly, they are seeking purpose and connection to people who will guide, mentor, and believe in them. If our systems, policies, and mindsets remain static, we risk failing the very people we exist to serve. Evolution in higher education isn’t optional, it’s our responsibility. That means rethinking: • How we communicate (clear, transparent, immediate). • How we design policies (student-centered, flexible, inclusive). • How we define success (not just enrollment numbers, but outcomes, persistence, and wellness). • How we foster human connection (faculty, staff, advisors, and peers as touchpoints of belonging and purpose). The future of education belongs to those who can listen, adapt, and evolve with the changing needs of students. True leadership is measured not by the structures we preserve, but by the futures we empower. Admissions is the window; Financial Aid is the door. Together, we must ensure students don’t just enroll, but thrive. When students evolve, institutions that rise with them don’t just remain relevant, they become transformative.

Montana, Maine, Alaska, Nevada, and Michigan recently joined the growing number of states with official AI guidance for K12—bringing us to 31 states and 1 U.S. territory. Common priority areas across these new state guidelines include: • Human-Centered Approach - Ensuring AI augments rather than replaces human capabilities, judgment, and decision-making, with educators remaining central to instruction • Data Privacy and Security - Protecting student data and ensuring FERPA, COPPA, and state laws • Ethical Use and Academic Integrity - Establishing clear policies on plagiarism, proper attribution of AI-generated content, and responsible use practices • Professional Development - Encouraging districts to prioritize professional learning for educators on AI tools, pedagogy, and classroom integration strategies • Transparency and Accountability - Communicating clearly with stakeholders about AI use, disclosing when AI is employed, and establishing responsibility for tool selection and outcomes • Equity and Fair Access - Ensuring all students and schools have access to AI technologies, preventing widening of the digital divide • Policy Development and Governance - Creating board-approved guidelines, acceptable use policies, and frameworks for ongoing evaluation and continuous improvement Notably, Maine and Nevada also include AI for Education resources like our Drafting a GenAI Academic Policy and AI in Education 101 for Parents guide. This state-level policy development reflects the need and activity already happening at the district level, with recent research showing that 68% of districts have purchased an AI-related tool. We're also hearing from partners that it serves as a catalyst where state guidance exists—motivating districts and schools to begin their own local AI policy development. For those who want to learn more, we’ve compiled all of the current state level guidance for K12 in a single resource which includes summaries and links for each individual state. There you can also find all of the AI for Education resources shared as part of various state level guidance, including: • Drafting a GenAI Academic Policy at Your School • AI in Education 101 for Parents • Top 5 Questions for GenAI EdTech Providers • An Essential Guide to AI for Educators (free course) • Prompt Framework for Educators: The Five "S" Model • Prompt Library for Educators • How to Use AI Responsibly EVERY Time • AI Adoption Roadmap for Education Institutions Link in the comments!

As higher ed grapples with questions of value and viability, it may be helpful to reframe the question: Value for whom? At Western Governors University, we’ve found clarity by defining our primary beneficiary—the student—and measuring value by their outcomes, not our inputs. This shift requires letting go of some legacy assumptions: time-bound credit hours, rigid academic calendars, even notions of selectivity as a virtue. It also opens the door to models that are more affordable, personalized, and aligned with the world learners are navigating—not just the one we inherited. With 72% of jobs expected to require at least some post-secondary education by 2031 (Georgetown University), it’s essential all stakeholders—educators, employers, policymakers, and community leaders—align around this shared understanding. What might our higher ed system look like if we optimized every part of the system for student success? #HigherEd #StudentOutcomes #StudentSuccess

Sue was two years into a Ph.D. program in human resources.  At a gathering of HR chiefs and AI entrepreneurs, she was struck by how little of the conversation appeared in her coursework.  A credential she hoped would prepare her for the future was already lagging behind it. Sue’s frustration isn’t unique. Across industries, professionals are discovering that advanced degrees no longer keep pace with change. The World Economic Forum estimates that the average shelf life of job skills is under five years. A Burning Glass Institute study found that nearly half of today’s most requested skills didn’t even appear in job postings three years ago. A system built on transmitting stable knowledge cannot match a world where knowledge itself is unstable. This is the central problem of our age: knowledge has become a commodity. Information that once required years of formal schooling is now instantly available online. What matters is no longer what you know, but how you activate it, adapt it, and build on it with others. That shift is rewriting the very definition of expertise. For centuries, credentials conferred authority: a guild license, a university degree, a doctoral diploma. These signaled that you had mastered a body of knowledge, and society trusted that mastery.  Expertise is shifting from credentials to communities. From institutions that grant recognition, to networks that generate it. Increasingly, mastery is earned not in a lecture hall, but in what I call the University of You: the people you convene, the questions you pursue, and the knowledge you co-create. Universities will remain relevant. But their monopoly on advanced learning is ending. Their highest value in the future will be as conveners of communities, not as content providers. Imagine a doctoral program in human capital that pairs CHROs from global companies with behavioral scientists, startup founders, and policymakers. Students would rotate through organizations, learning not only from professors but from the people actively reinventing the field. The university provides scaffolding, legitimacy, and connections. The cutting-edge learning comes from the community itself. Every few centuries, the authority to define expertise shifts. We are living through such a shift today. For professionals, this is liberating and daunting. You must continually seek out the frontier, curate your community, and co-create the knowledge that will keep you relevant. But you now have more control: you can pursue the questions that matter most to you, and learn alongside the people you choose, not just the ones assigned by an institution. Expertise is no longer conferred from above; it is created at the edges, where communities experiment, collide, and build.  What matters now is not where you were educated, but how fast you can plug into the frontier and who you’re learning with when you get there.  This shift will define the next era of human progress.

𝐓𝐡𝐞 𝐅𝐮𝐭𝐮𝐫𝐞 𝐨𝐟 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧: 𝐔𝐩𝐠𝐫𝐚𝐝𝐢𝐧𝐠 𝐓𝐞𝐚𝐜𝐡𝐢𝐧𝐠 𝐌𝐞𝐭𝐡𝐨𝐝𝐨𝐥𝐨𝐠𝐢𝐞𝐬 𝐚𝐧𝐝 𝐄𝐦𝐩𝐨𝐰𝐞𝐫𝐢𝐧𝐠 𝐄𝐝𝐮𝐜𝐚𝐭𝐨𝐫𝐬 In the rapidly evolving landscape of the 21st century, the education system must adapt to meet the demands of technological advancements, shifting workforce requirements, and diverse learning needs. Preparing students for future success requires a transformation in teaching methodologies and a stronger emphasis on empowering educators. A critical component of this evolution lies in equipping teachers with the tools, skills, and resources necessary to create engaging, personalized, and impactful learning experiences. Here are several strategies schools can adopt to enhance their teaching approaches: Incorporating Technology: Utilize digital tools such as learning management systems, educational apps, and immersive technologies like virtual reality to improve engagement and accessibility for students. Personalized Learning: Develop tailored learning plans that address the unique strengths, challenges, and learning styles of each student, fostering individual growth. Project-Based Learning: Introduce real-world projects that encourage critical thinking, creativity, and collaboration, enabling students to apply their knowledge in practical settings. Collaborative Learning Environments: Design flexible and interactive classroom spaces that facilitate teamwork, discussion, and innovative problem-solving. Continuous Professional Development for Educators: Offer ongoing training programs for teachers to keep them updated on the latest pedagogical techniques, technologies, and best practices.

Education in the 21st century has been a journey marked by inflection points, and we are standing at one right now. In the 2000s, education's focus was on knowledge, particularly in STEM fields, as we prepared for a rapidly changing technological world. Then, in the 2010s, we realized that mastering information wasn’t enough—soft skills like critical thinking, problem-solving, and fostering a growth mindset became key to success. Now, as we approach the next great inflection point, the emphasis will shift once again. This time, the focus will be on values—and it is the arts, humanities, and social sciences that will be in the spotlight. These disciplines can help the next generation navigate the ethical dilemmas and social implications of an AI-powered world, providing them with a framework to ensure that progress serves everyone, not just a privileged few. Leadership in this era will demand more than technical expertise—it will require a deep understanding of the human condition. The next generation must be equipped with strong principles and a moral compass to make decisions with a sense of empathy and fairness, even when the answers aren't always clear. Education will no longer be solely about acquiring knowledge and skills —it will be about building a generation that can shape a future that reflects humanity’s highest values. A future where innovation goes hand-in-hand with responsibility, and where technological progress helps build a better and more equitable world. #education #knowledge #skills #values #technology #AI #GenAI #innovation