Shahida S.’s Post

The Global Education Divide: A Crisis for Humanity Access to quality education is no longer a national issue, but a global crisis. In a hyper-connected world, the gap between those who can afford high-quality learning experiences and those who cannot is widening more and more specially in the age of AI and Automation and the consequences are devastating. According to the UNESCO Institute for Statistics, an estimated 250 million children worldwide are currently out of school. This staggering number represents a lost generation of potential for individuals denied access to quality education. And According to the World Economic Forum reports that nearly a quarter of adults 24.3% do not know how to use a computer translating to approximately 1.26 billion individuals. Furthermore, the rapid advancement of AI and automation is exacerbating this crisis. Many jobs are becoming automated, requiring higher levels of education and specialized skills. Limited economic opportunities often force them into desperate situations, pushing them towards making difficult choices to survive. This can include turning to illegal activities simply to provide for themselves and their families. High-quality education, empowered by technology and innovative learning, is fundamental to achieving global peace and social stability. Education is key to achieving all other human rights.

In our development of the ATLAS Platform, we are primed for several potentially significant research opportunities. Please reach out to James Hammer or Wamiq Tughlaq if you have interest and resources for any of the following, cutting edge research: 1. The effectiveness of cross-cultural digital education: Studying the effectiveness of a unified curriculum across diverse cultures (US and Pakistan- eventually global research as we scale). 2. AI in education: Analyzing the impact of AI-powered tools on curriculum development and delivery in underserved communities. 3. Mobile learning efficacy: Researching the effectiveness of smartphone-based education in areas with limited technology access. 4. Digital citizenship impact: Measuring how digital citizenship education affects online behavior and community engagement. 5. Skill development and economic impact: Tracking how digital skills training influences employability and local economic growth. 6. Cultural adaptation of tech curricula: Examining how to effectively localize and adapt tech education for different cultural contexts. 7. Overcoming digital divides: Studying strategies to bridge technological and educational gaps between developed and developing regions. 8. Youth empowerment through technology: Analyzing how tech education influences youth aspirations and community involvement. 9. Gender equity in tech education: Investigating strategies to encourage girls' participation in technology fields, especially in conservative societies. 10. Scalability of global ed-tech initiatives: Research of contributing factors to successful scaling of educational programs across diverse regions. 11. Long-term impact of early digital skills training: Longitudinal studies on how early exposure to digital skills affects career trajectories. 12. Cybersecurity awareness in diverse populations: Studying the effectiveness of cybersecurity education across different cultural and socioeconomic backgrounds. 13. Collaborative learning in virtual environments: Examining how students from different countries interact and learn together on digital platforms. 14. AI-assisted personalized learning: Researching the effectiveness of AI in tailoring educational content to individual learner needs across diverse populations. 15. Technology's role in community development: Studying how digital education initiatives like ATLAS influence broader community development and social change. We're hungry to collaborate for change. #EducationalResearch #IHE #TechnologyResearch #BridgingTheDigitalDivide #InternationalLearning #DigitalLiteracy #InvestingInEducation #AccessibleEducation #EducateToEmpower #NSFresearch #UNESCOresearch #WorldBankEdu #IIEglobal #BrookingsEdu #RANDEducation #PewResearch #OECDEduSkills #AIEDresearch #ISTEorg #AERAdivisionsG #BETTshow #EDUSAUSEresearch #ASUGSVSummit #HundrEDorg #FutureOfEducation #EdTechResearch #GlobalLearningAlliance #DigitalDivideResearch https://lnkd.in/gktSgB7M

🚨 The Urgent Need to Transform Education 🎓🧑🏻🏫 This weekend, I had a conversation with an insightful educator that sparked this reflection on the state of affairs. In an era where technology is advancing at an unprecedented pace, our educational system is failing to keep up with the needs of Gen Z and Gen Alpha. These young minds are growing up with unparalleled access to information, yet we continue to confine them to outdated learning models that no longer serve their potential. Our current system, which demands students sit through monotonous lectures, is not just antiquated—it’s inadequate. There is a palpable discontent among students who find little relevance in a curriculum that fails to prepare them for the realities of a rapidly evolving world. The sense of hopelessness is growing, as young people see a future where many tasks they learn today may soon be automated by AI. The traditional model of education is becoming obsolete and slow to change. Here are some ideas that emerged from our discussion: 🦾 Schools must embrace technology in the learning environment, utilizing tools that foster interactive and engaging educational experiences. This includes leveraging AI to personalize learning paths and using virtual reality to make abstract concepts tangible. 🧠 We need to pivot from traditional rote learning to nurturing critical thinking, problem-solving, and creativity. These are the skills that machines cannot replicate and will be crucial in the future job market. 📚 Education should instill a love for lifelong learning and adaptability. The pace of technological change means that today’s students will need to continuously update their skills throughout their careers. 🤝 Equally important are soft skills and emotional intelligence. These aspects are essential for effective communication, collaboration, and leadership in any professional setting. 🤖 Incorporating AI education into the curriculum is vital. Students need to understand how AI works, its potential applications, and ethical considerations. This knowledge will empower them to harness AI technology effectively and responsibly in their future careers. It’s time for educators, policymakers, and industry leaders to collaborate and reimagine an educational framework that serves the new generations. 🙋🏻♀️💡 I am passionate about empowering young girls, especially in Latin America, to explore careers in STEM fields and actively give talks to motivate them. If you are interested in organizing events to encourage the next generation of innovators, please reach out. I believe we can build an education system that not only adapts to tech progress but also unlocks the potential of future generations. #education #technology #success #future #artificialintelligence #womenintech #futureofwork #latinasintech

ATLAS International Learning Initiative is a GOLD MINE of potential research into the intersection of technology, education, and global development. This initiative offers unique opportunities to explore how AI-enhanced digital learning can bridge socioeconomic divides, empower underserved learners and their communities, and foster cross-cultural collaboration. With plans to scale globally, ATLAS provides an incredibly rich context for studying the impact of accessible tech education on economic mobility, digital citizenship, and youth empowerment across diverse cultural settings. It presents a framework for investigating how tailored digital skills training can address global workforce demands while promoting local community development. By piloting in both Karachi, Pakistan and Dallas, Texas, US, the initiative's focus on both developed and developing nations will allow for unprecedented comparative studies on technology adoption, educational methodologies, and the long-term effects of early digital literacy across the largest demographic ever attempted. ATLAS stands to provide multifaceted research opportunities, offering insights into the transformative potential of inclusive, AI-driven education in shaping a more equitable global digital economy. We'd love to talk to anyone interested in doing this kind of research at any scale. We plan to be as transparent as possible with all our operations, and anonymous data pertinent to any of these research topics will be made readily available for that purpose. Please contact either Wamiq Tughlaq or myself. hammer@mentalforge.media

As custodians of our civilizational legacy, we stand at the cusp of a new epoch—one where the fervour of technological advancement beckons us to redefine our outdated educational paradigms. In an era distinguished by the rise of advanced AI and machine learning, the essence of our humanity calls for affirmation. We are summoned to reflect deeply: • Are we nurturing the visionaries of tomorrow, those who will wield not only the tools of technology but also the compass of emotional, social, and spiritual wisdom? • Do we empower our youth to command technology, ensuring they are its masters and not its servants? The path to human significance amid this digital disruption requires fostering cognitive agility, creativity, critical thinking, and complex problem-solving skills in our students. Regrettably, our prevailing educational systems often fall short, moulding children into mere cogs within an antiquated apparatus, suppressing their innate creative spark in favour of rote memorization and compliance. It is often said that every child is born a creative force; yet the journey through traditional schooling too often dims this light, leaving behind only a “vestige of literacy.” Our institutions have vilified mistakes, thereby stifling the very process of learning that thrives through experimentation and resilience: • The imperative of the moment is a shift from an educational model that merely imparts facts to one that kindles a flame of curiosity, inquiry, and innovation. • Our curricula must evolve into crucibles where creativity, critical thinking, and problem-solving are refined, mirroring the ever-evolving contours of the technological landscape they must navigate. • At the core of this transformation is the cultivation of wisdom—an ascent beyond the mere accumulation of knowledge. Education should embolden students to navigate life’s complexities with grace and determination, endowing them with the versatility to innovate amidst uncertainty. We must advocate for an educational system that celebrates the “chaotic beauty of creative messiness.” It falls upon us to dismantle the archaic structures that constrain our children’s intellects and to establish the groundwork for an education that is as boundless as the technology it seeks to master. The reformation of education surpasses necessity; it is an ethical imperative to unleash the full spectrum of human potential, ensuring our progeny not only survive but thrive amidst the marvels of technology, all while preserving their intrinsic human essence. #childrensactivities #neweducation #EducationForAll #NewEducationPolicy #ChildDevelopment #creativity

Many educators at post secondary schools are thinking about AI plagerism and how it impacts their ability to make a judgement on what a student has learned. However one of the main objectives of the post secondary experience is future preparedness to increase the probability of future personal prosperity via successful employment. This cohort was most likely the first cohort to be impacted by the social shutdown of Covid and required a massive focus on mitigating the risks of the interpersonal face to face socialization lost and the socialization created. There is also possibly something else. A disconnect between social expectations in professional settings. The transferring of sub cultural codes and the required assimilation into work culture. Or it could be something else lying dormant. A silent social revolution where the young adults are looking to create something completely different not yet articulated. Whatever it is the post secondary institutions and k to 12 institutions that focus and figure this out will have a significant advantage of those that do not figure this out. I recently had a COO say to me “Dwayne we fired a Harvard grad. This is a giant canary in the coal mine” Problems and opportunities. Are we preparing students for 2020 and before or 2030 and beyond? #leadership #futureofwork #futureoflearning #futureofeducation #genz #opportunities #artificialintelligence https://lnkd.in/gQ9xusV6

ATLAS International Learning Initiative is a GOLD MINE of potential research into the intersection of technology, education, and global development. This initiative offers unique opportunities to explore how AI-enhanced digital learning can bridge socioeconomic divides, empower underserved learners and their communities, and foster cross-cultural collaboration. With plans to scale globally, ATLAS provides an incredibly rich context for studying the impact of accessible tech education on economic mobility, digital citizenship, and youth empowerment across diverse cultural settings. It presents a framework for investigating how tailored digital skills training can address global workforce demands while promoting local community development. By piloting in both Karachi, Pakistan and Dallas, Texas, US, the initiative's focus on both developed and developing nations will allow for unprecedented comparative studies on technology adoption, educational methodologies, and the long-term effects of early digital literacy across the largest demographic ever attempted. ATLAS stands to provide multifaceted research opportunities, offering insights into the transformative potential of inclusive, AI-driven education in shaping a more equitable global digital economy. We'd love to talk to anyone interested in doing this kind of research at any scale. We plan to be as transparent as possible with all our operations, and anonymous data pertinent to any of these research topics will be made readily available for that purpose. Please contact either Wamiq Tughlaq or James Hammer. hammer@mentalforge.media

HolonIQ's 2025 Global Education Outlook is out and emphasizes the shift toward skills-first learning, evidence-based methods, and holistic education. As always, technology continues to transform learning, bridging the gap between study and practice. If you’re an e-learning leader, this report is a must-read.

HolonIQ’s 2025 summary and projections for the global education industry.

Why STEM is not enough - ACADEMIC VIEWS / SUNDAY, APRIL 26TH, 2020 Linda Lim, Gunalan Nadarajan and Jessie Yang — Singaporean professors at the University of Michigan — make a case for the arts and humanities in the age of tech and coronavirus. I have always mentioned the difference between Theory and Theoretical, as I see this article written over 4-years ago, holds those element of Theoretical notes. As a 55-years old STEM Learner, Researcher, Practitioner and Educator thru 40-years of Science, Technology, Engineering and Mathematics Education and longer-term Career Practice in the Corporate World. The question if asked all over again, when a Secondary School student at year 2, needs to select STEM or HASS into upper Secondary as Humanities, Arts and Social Science - Which will you hope to influence your children to go for? Largely, the statistics didn't change much in Singapore, interestingly even with my over 30-years of STEM Education promotional activities and awareness. In fact, parents and students are fully aware that STEM and HASS importance and relevance. Precisely, why STEM Education encouragement needs to continue, because the natural state is at 90%, today and in the past, STEM is at 35% for us. Therefore, without STEM awareness, good chance, Singapore Education System will 90% non-STEM, especially Business graduates into Banking, Finance and Insurance sector. That's success at the School level to build 35% of our cohort with strong STEM Foundation. What truly test our STEM promotional efforts, can we get these students to continue into STEM fields as Career? The results? Singapore has failed miserably especially at the Political front, where the lead Policymakers are concerned. In the past, we had Senior Minister Teo Chee Hean with Systems Engineering, Kwan Boon Wan as Industrial Engineer, Mah Bow Tan as Engineer. And of course, the outstanding Civil Service Officer, Philip Yeo, also Engineer by training. Today, Deputy Prime Minister Gan Kim Yong is Electrical Engineer by training, hence Circuit Breaker, rather than Lock Down. Then you might ask, the numbers about the same? Yes, about there, but the difference as the new Industrial Revolution ushers in Machine Intelligence, the Technology front needs STEM Stewardship, agree? Now, back to 90% natural state with non-STEM, be it a combination of HASS and STEM went to non-STEM roles, that's already the case. Therefore this article is just reflecting the current state, 90% non-STEM and 10% STEM. If so, why bother to write the existing Science? This will be another, in today's Science Research, many are doing Research upon other Research, rather than new Science. This article is precisely that Scientific behavior, writing the Science that is already known, 90% non-STEM and 10% STEM. Ok, with Industry 5.0 of Machine Intelligence with Human-Robot Collaborative and Human-centric Autonomy, where shall we start, non-STEM or STEM, perhaps status quo at 90:10% 🌿