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Classroom of the Future

Mar 30, 2019

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Classroom of the Future. Create and Innovate . Communicate and Collaborate. Make Decisions Think Critically, Problem Solve . Information Fluency. Digital Citizenship. Research. Technology Operations and Concepts. Int. Tech. Standards in Education Common Core

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Create and Innovate Communicate and Collaborate Make Decisions Think Critically, Problem Solve Information Fluency Digital Citizenship Research Technology Operations and Concepts • Int. Tech. Standards • in Education • Common Core • International • Baccalaureate

21st Century Learning

Personalized!

Promoting • Creativity and Innovation • Communication and Collaboration • Research and Information Fluency • Critical Thinking, Problem Solving, and Decision Making • Digital Citizenship • Technology Operations and Concepts

Dabbling. Doing old things in old ways. Doing old things in new ways. Simulaions Doing new things in new ways. Shaping Tech for the Classroom 21st-century schools need 21st-century technology. By Marc Prensky

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6 Trends for the Classrooms of the Future: What Will Change?

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In the 21st century, technology is taking over the classrooms of the future in more than one way. And this isn’t surprising. When we talk about a technology-driven generation of kids, the whole education system has to evolve and adapt in order to be efficient.

The technology-based classrooms of the future are no longer a concept of the future. The changes in the way of teaching kids are already happening. Students and teachers have started using cloud spaces to store work, post grades and assignments. They are using online portals to complete tests online and collaborative tools to work on team projects. What is about to happen next to the classrooms and the teaching methods? Let’s find out.

Flexible classroom arrangements

The classroom of the future will become more flexible in order to correspond to the individual needs of students and the needs of class activities.

Schools are expected to become more welcoming, so students can feel more comfortable in the buildings and classrooms. Some of the expected measures are to make schools greener, introduce moving walls that make rooms adaptable and more. These are just the first steps to support a more effective learning process.

In terms of classroom arrangements, the positions of the desks will be no longer fixed. On the contrary, they will be adaptable to the needs of students and class activities. There will be more opportunities to rearrange classrooms in order to achieve better collaboration and interaction between the students and the teacher. It’s highly likely that students will be given more freedom of where to sit, so that they can feel more comfortable in class.

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Standing desks will also make it into the classrooms of the future to meet the needs of children who have trouble focusing while sitting. Private workstations and study pots will help student focus while working on individual projects, and collaborative workspaces will boost the effectiveness of teamwork. In addition, the windows of the school buildings may be replaced with ones that decrease glare on device screens in order to prevent eye damage.

These are just some of the measures planned to optimize the school buildings, all in favor of achieving a more effective learning process. Moreover, some schools may provide accommodation for those students who need to travel.

The classrooms of the future are technology friendly

As technology becomes more and more involved in education, it will invade the classrooms to such an extent that the whole learning process will become dependant on it.

It is expected that interactive whiteboards will replace the traditional whiteboards for several reasons. The innovative technology, which is also called a smart board, allows teachers to use pictures, videos, graphs and other graphic material that enriches and simplifies the whole teaching process. In result, the students’ engagement will increase.

If you are interested in smart boards, you can find graphics for your ideas in this article:  Free Clipart For Teachers: Top 12 Sources To Find What You Need .

Interactive whiteboards are a perfect solution for group interaction and collaboration. By acting as a shared resource, interactive whiteboards allow students to participate in the board activity from their own seats and their own devices. Of course, the classrooms of the future will be equipped with enough charging ports, so that students will be able to charge their devices. Interactive whiteboards encourage the use of different learning styles and they have even more benefits such as recording the lessons, so students can have access to them later.

Tablets and eBooks on each desk instead of textbooks and notebooks will become a common view in the classrooms of the future. Effortless internet connectivity is a must-have prerequisite for a seamless technology-based education. The classrooms of the future should provide strong Wi-Fi connections, so the teaching process can be efficient. Of course, all of this would not be possible without reliable cybersecurity and control of access .

Simulation technologies enter the classrooms of the future

Virtual reality and augmented reality technologies are inevitably part of the future of web design . Very soon, they will enter the classrooms, as well.

It is expected that simulation technology will help create various learning styles. Augmented and virtual learning will improve the whole learning process by creating experiences that a text-based book simply can’t provide. Simulation technologies will allow students to visit places virtually, experience three-dimensional demonstrations and more.

Virtual reality and augmented reality technologies can trigger all senses by using 3D images, video, sound, and interaction. This way, they will help students accept information much more effectively than traditional methods. Plus, they really help students to engage with the material.

The good news is, VR and AR glasses don’t have to be made of high-cost materials. The simulation technology headsets can be made of low-cost cardboard so that they can be affordable to more schools.

To get interesting insight on how children learn, check out this article – Visuals for Kids: Enhancing Communication and Learning

An online classroom: from concept to reality

While VR and AR technologies haven’t become mass in classrooms yet, the concept of an online classroom has started to become more clear and achievable for more and more schools.

Teachers and educators have started taking full advantage of the internet and all the benefits that come with it, be it online assignments and assessment, storage of students’ work on the cloud, online collaborative work and more online activities that make the learning process easier.

Remote access software, screen sharing technologies, as well as online tools, apps, and platforms developed specifically for educational purposes, make the concept of a virtual classroom possible. In a virtual classroom, students can participate in group activities no matter their locations. Even more, such a digital environment makes communication between students, teachers, and parents easier.

Online classrooms are a breath of fresh air for both students and teachers. On the one hand, online classrooms are perceived as more exciting and fun by the students. In result, their engagement is boosted. On the other hand, the online teaching environment provides teachers with creative teaching approaches and assessment tools that save time and effort.

The online assessment software will become more and more advanced . It is expected that it will go beyond the grammar and plagiarism check. The innovative assessment software, which is about to enter the classrooms of the future, will be able to perform a full check on students’ writing work in terms of the vocabulary used and relevance to the topic and even create a list of revisions. Moreover, when it comes to online testing programs, innovative software will be able to identify the weak areas for each individual student. This way, the teachers will be able to create a more effective individual approach for each student and conduct individualized tasks and assessments.

Do you want to check out  The Best Online Learning Platforms in 2022 ?

Games and apps actively involved in education

The concept of introducing and using video games for educational purposes is called gamification. It is believed that using video games to teach children will help them engage with the material better. There are already several developers creating games for the classrooms in the field of mathematics, science, English language arts and more. The idea is to make students more comfortable and inclined to learn geometry, algebra and other subjects. The games which are already available for use, provide practical experiences and a fun way to gain new knowledge.

In addition to video games, there are more and more education-related apps that will help teachers be flexible and innovative in their teaching methods. The idea behind using apps for education is quite clear. As technology enters the classrooms of the future, the need for using apps for teaching purposes will also increase. Apps for education are already actively developed and they will be used in all fields of science. Education-related apps are not only meant for online classrooms and students’ mobile devices but for augmented and virtual learning technologies, as well.

Revolution of learning: styles, opportunities, technology

Speaking of individualized teaching approaches, we can say that a revolution of learning is coming. As the world evolves, the teaching methods need to evolve, as well. The new generations need new methods of teaching. This means that the one-size-fits-all method will soon become a thing of the past.

The education of the new generation will be marked by multiple learning styles, flexible learning opportunities, and adaptive learning technology . The classrooms of the future will need teachers of the future who will be ready to adapt to the new flexible learning methods.

As teachers acquire new innovative methods of teaching, students will gain new flexible options to learn. Not only new alternative methods of teaching will be introduced in the classroom but also individualized teaching styles according to each student.

Now, more than ever, students have the opportunity to gain knowledge and develop their skills, for example by enrolling to free online courses in a particular field of interest. In the future, it’s expected that the education system will move its focus to the specific strengths, interests, and goals of each individual student . Schools will encourage their students to follow individual educational paths by building relations with other educational institutions, providing flexible schedules and specific learning environment for their students.

To wrap up,

The classrooms of the future will open doors for more flexible teaching and effective education. All trends in education speak of a better adaptation to the needs of students, as well as better learning and more opportunities for the young generation.

In fact, the classrooms of the future can start happening right here, right now. Ask your students for ideas on how to improve the learning process. You might be surprised by their creativity and ingeniosity.

Have anything to add to this topic? We’d love to see your opinion in the comments below.

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Future of the Classroom

Today’s classrooms must prepare students for careers and challenges that don’t yet exist. Here’s a look at research-based trends to watch and resources to help your school prepare students for what’s next.

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Classroom education is evolving

Education is evolving at a faster pace than any other period in recent history. There’s a growing awareness among educators and families that today’s curriculum needs to evolve to meet tomorrow’s reality. Beyond tools and technology, students need to develop new skills to solve tough problems, collaborate effectively, and express ideas in new ways.

To better understand these changes, Google for Education partnered with a global team of researchers and analysts to examine evidence-based shifts in classroom education.

Emerging trends in classroom education

Digital Responsibility

Parents and guardians want schools to help students develop healthy relationships with technology and be safe, confident explorers of the digital world.

Life Skills & Workforce Preparation

To prepare for future careers, students need a holistic education that includes practical vocational skills, communication strategies, and leadership development.

Computational Thinking

Curriculum focused on problem-solving, coding, and STEM subjects helps prepare students to address future challenges.

Student-led Learning

Education leaders want students to have more agency over their education, from what they learn to how the classroom operates.

Collaborative Classrooms

As schools focus on openness, flexibility, and collaboration, they’re redesigning classrooms to match.

Connecting Guardians & Schools

Parents and guardians want to be more involved in their children’s education, and technology is being used as a tool to connect them with educators.

Innovating Pedagogy

Motivated teachers have more engaged classes, and streamlining administrative tasks can help them focus more time on teaching.

Emerging Technologies

Schools are incorporating emerging technologies into the classroom to enable more innovative and engaging teaching methods and learning experiences.

“A successful computer science or STEM classroom is a place where all students are learning how to solve problems and express solutions using real-world tools and strategies.” Chris Stephenson—Head of Computer Science Education Strategy, Google

“You need to start with the personal goals and personal learning paths of the student, and that means starting with something that the student wants to learn, make, or do.” Rob Houben—Head of School, Agora

“Professional development needs to be continuous. Teachers and principals should have an individual professional learning plan, which would include self-reflection and peer reflection.” Anneli Rautiainen—Head of Innovation Unit, Finnish National Board

“The future that I'd like to invent is one where all members of society feel that they are empowered to participate in our increasingly digital world.” Dr. Tim Bell—Professor, University of Canterbury

“Because recent graduates typically lack significant work experience, employers are looking for other indicators that will ideally predict success.” Amanda Timberg—Head of Talent Outreach & Programs, EMEA, Google

“Perhaps the biggest area of change will come through the impact of AR powered technologies, enabling a hands-on exploration of the physical and mathematical properties of the world.” Markus Hohenwarter & Stephen Jull—Founder/CEO & COO, GeoGebra

“Live and collaborative VR learning experiences combined with instant translations to hundreds of languages will completely shift the concept of an educational ‘classroom’ to that of a ‘virtual global class.’” Michael Bodekaer Jensen—Founder, Labster

“In education, we’ll see VR experiences being used to provide experiences that are hard or even impossible to bring to students today.” Dan Lindquist—Expeditions Product Manager, Google

A conversation with chris stephenson.

Head of Computer Science Education Strategy, Google

Computer science is currently undergoing tremendous change and I believe this trend will continue and likely accelerate. The last ten years have been typified by huge improvements to CS learning environments as exemplified in the growth of block-based programming. Perhaps more importantly, the focus on truly engaging all students has put a new emphasis on not just what we teach, but how we teach. I believe that this shift to more research-driven engaging teaching practices/methodologies will continue to improve our ability to engage and inspire all students. So ten years from now I would like to think that we will be providing all students with the computing skills they need to thrive in the global economy.

Like any classroom, a successful computer science or STEM classroom is a place where all students are deeply engaged in genuine learning and where every student, regardless of her or his ultimate career pathway, is learning how to solve problems and express solutions using real-world tools and strategies. For computer science and STEM in particular, we know things are going decidedly less well when the children in the seats do not reflect the diversity of the larger population. In these cases, our greatest challenge is about who is not in the room, which students are not having these opportunities and cannot see themselves succeeding in these disciplines in the future.

I believe that computer science is no different than any other academic discipline when it comes to what is fundamental. First and foremost, well-trained teachers who demonstrate an excitement for the discipline and teach in a way that is relevant and engaging to all students. Students who are involved, inspired, and learning. And finally, teacher and students who have access to the tools that support teaching and learning in the discipline.

A conversation with Rob Houben

Head of School, Agora

Schools finally beginning to realize that you can’t force passion and motivation upon students. We know that it is not your IQ, but your passion and motivation, that are the keys to success. So, if we can start with the student's interests, we can build skills and knowledge from there. Then, learning comes in overdrive and students are set up well to become lifelong learners.

At Agora, we had a student who explained to the atom bomb to us. We have other students who repair car engines. We have other students who made our digital school environment and started their company at the age of 16. Another of our students learned Korean on her own and gave Korean guests a tour at our school. I see students start projects on their own and end up with a group of 15 or even 30 other students working toward a successful project. I see projects that start with 13-year-old students and, along the way, get adult experts hooked up with the project on a voluntary basis for one day a week.

It’s all about the mindset of the staff and teachers. You have to forget what you know about teaching, and how schools are organized, and start with what you really know about learning! You need to start with the personal goals and personal learning paths of the student, and that means starting with something that the student wants to learn, make, or do, and giving the student the chance to fail and reflect on that along the way. A ‘teacher’ should use all his or her knowledge to ask the right questions and help the student reflect, not simply explain to them. This enables students to manage their own learning process. You don’t need preset courses, classes, class timetables or age groups for that.

A conversation with Anneli Rautiainen

Head of Innovation Unit, Finnish National Board

Professional development needs to be continuous and part of everyone’s work in the future. Teachers and principals should have an individual professional learning plan, which would include self-reflection and peer reflection. Capabilities will become even more important than knowledge in the fast moving world in the future. Online learning will be evolving. Learning will take place in learning communities, which can be global or local.

Effective classroom innovation has been co-created by or with students.

A collaborative school culture must be in place. Teachers and students form a learning community, where learning is continuous and knowledge is being shared. Principal’s task is to build possibilities for the learning communities to meet and work together.

A conversation with Dr. Tim Bell

Professor, University of Canterbury

The biggest thing I've noticed is that we don't teach it the way we always have, since we want to make it accessible to people other than just those we have always attracted. At the same time, computing has become a lot more human-centred. In the 70's and 80's we had multiple people using one computer, and we had to take turns to use this limited resource. Now multiple computers take turns for us to use them, and we have lots of discretion about which ones we buy, so a great user experience is important. This means that we're seeing human-centred software developers being valued more and more, and that diversity is becoming a priority. In education this has resulted in a push to give a wider range of students a chance to develop a vision for how they might have a part in this field. Of course, we have a long way to go yet on this front!

I can't predict the future, but the future that I'd like to invent is one where all members of society feel that they are empowered to participate in our increasingly digital world. As well as creating new things, we are likely to have to make sensible choices about how we use and regulate new technologies, whether it's social media, AI or quantum computing. Making good decisions about these requires an informed society, and CS education is needed to achieve this.

When it's going well, I think we will see teachers who feel confident to teach it, and can see the point of it. When it's not going well, we see inequitable access to good education, both in terms of resources but also in terms of access to confident and competent teachers.

Having good support from school management and officials in the education system is needed from the top down; and from the bottom up, teachers need to be given the opportunity to learn how to teach the subject (e.g. not just learn programming, but learn how to teach programming.) This is a big change, and resourcing for this (time and money) is hard to find in most education systems.

A conversation with Amanda Timberg

Head of Talent Outreach & Programs, EMEA, Google

Getting a good job has become more difficult over the years and as subsequent cohorts of students leaving school or university failed to find jobs that made use of their degrees, schools and governments took note. In the UK, for instance, OFSTED grades schools on destination data, ie ensuring those who left entered Employment, further Education or Training. This has held schools more accountable to making sure students have a clear pathway to one of those next steps. So the accountability, alongside the duty of care that schools feel to ensure students progress, has led to this shift.

Different jobs will require different minimum qualifications that make someone suitable for that role, e.g. a job in Legal and a job in Marketing require different experience. However, in terms of the professional skills and attributes we look for, here are a few I’d highlight: intellectually curious, collaborative, ability to navigate ambiguity, resilient and inclusive.

Because recent graduates typically lack significant work experience, employers are looking for other indicators that will ideally predict success in role. Previous achievements academically or in extracurriculars often provide this, such as grades, leadership roles or experience in teams. In the interview recruiters are looking to see that the graduate can communicate effectively, demonstrates commitment and also a passion for the work.

Navigating life’s opportunities and challenges with grace and resilience.

A conversation with Markus Hohenwarter & Stephen Jull

Founder/CEO & COO, GeoGebra

Aside from the now ubiquitous recognition of the acronym worldwide, itself indicative of the increasing value and importance placed on science, technology engineering and mathematics curriculum, I would have to say the addition of ‘arts’, resulting in STEAM. STEAM has opened the door even wider to a greater number of students who may not otherwise have considered getting excited about what was, historically, considered a curriculum area limited only to those with a love of mathematics. From our perspective at GeoGebra, math is everywhere - across all the creative subjects, and core to innovation and exploration. And, well, who doesn’t like to explore?!

Students’ biggest complaint in schools is arguably still the relevance of the curriculum to their everyday lives - now and in the future. STEM subjects are already improving in status among students, if only because students everywhere use, create and influence technologies. Schools have the opportunity to put that interest and competency in technology to work in the learning process. Here at GeoGebra we are all about exploration in learning across the STEM subjects, and for us, perhaps the biggest area of change will come through the impact of AR powered technologies - including GeoGebra’s 3D AR app - enabling a hands-on exploration of the physical and mathematical properties of the world all around us. When a student can walk into and through a morphing Tesseract using AR technology after having completed A Wrinkle in Time in English class, they will leave that experience understanding 4D theory in a way that wasn’t possible until now.

This is the impossible question, as there are so many and such varied examples that it’s quite impossible to pin one down. It would be a cop-out to just point to something from the global GeoGebra community of teachers and students, and so I am going to resort to the great stand-by, but never dull, space travel - or in this case nearish space - with the ‘Lego Man in Space’ project by students from Toronto. Anytime you can get nearly 3M+ views of a student STEM project you know you’re doing something right :) Were there a repeat mission, I suppose an obvious extension of the mission would be to send a phone along to collect sensor data to capture and display the mission in GeoGebra!

If there is one common thread running through all great classrooms and schools, it’s great teachers who share a joy and love of learning with their students. High quality, engaging STEM education doesn’t necessarily require technology. But...if you’ve got great teachers; a supportive and engaging learning environment, and you mix in the best technology, that’s when things start to get really exciting!

A conversation with Michael Bodekaer Jensen

Founder, Labster

Virtual reality hardware will keep improving drastically over the next 10 years. Increases in visual resolution and performance will make the virtual and real world indistinguishable and lag completely disappear, all while all-in-one headsets become cheaper than $100 and much less obtrusive. We will also see additions such as haptic gloves become mainstream, making the experience even more immersive. Live and collaborative VR learning experiences combined with instant translations to hundreds of languages will completely shift the concept of an educational “classroom” to that of a “virtual global class.” If used well, this will give educators the opportunity to provide their students experiences that haven’t been possible before. Just imagine being able to learn science on the International Space Station with students all over the world, or shrinking to the size of a DNA strand to collaboratively manipulate molecules hands-on, and traveling back in time to explore ancient Rome and role-play out important historic events – all from the safety of the physical classroom.

While the concept of VR is not particularly new, technological advances in recent years are now making it possible to produce VR equipment that is both cheap and high enough quality to provide a comfortable immersive user experience. While there is still plenty of room to improve, VR is close to a mainstream breakthrough because of 1) the continuous technological improvements combined with 2) the increasing content quality developed specifically for VR and 3) research providing evidence of the effectiveness of VR in education.Last year, Arizona State University launched the world’s first fully online biology degree using VR. This collaboration between ASU, Google and Labster has given remote students access to perform lab experiments in VR – something that simply wasn’t possible in the past. Students can access the lab on their own time and spend as much time there as they need. The degree has been a huge success, attracting thousands of students so far.

Last year, Arizona State University launched the world’s first fully online biology degree using VR. This collaboration between ASU, Google and Labster has given remote students access to perform lab experiments in VR – something that simply wasn’t possible in the past. Students can access the lab on their own time and spend as much time there as they need. The degree has been a huge success, attracting thousands of students so far.

VR provides every student equal access to education, virtually.

A conversation with Dan Lindquist

Expeditions Product Manager, Google

Virtual reality has undergone a lot of changes over the last few years as the technology has matured and companies have gotten a better handle on what applications are most appropriate for VR. When VR first came to the forefront of consumer awareness, most of the expected uses were around gaming and entertainment. Now, however, we’re seeing a shift to more pragmatic use cases in education and enterprise applications like architecture. I believe we’ll see hardware prices for VR devices drop sharply within the next several years, which will create more opportunities for schools to integrate them into their technology portfolio. Even as prices drop, the devices will get more powerful, with higher resolution screens and faster processors. This will happen alongside the rollout of high-speed 5G networks, all of which will contribute to richer, more immersive VR environments that really increase the sensation that users are actually somewhere else. In education, we’ll see VR experiences being used to provide experiences that are hard or even impossible to bring to students today. Google Expeditions, for example, enables students to take field trips to faraway places without the logistical complexity, while companies like Labster let students run full labs without any lab equipment or supplies. More and more of these applications will be created, letting students have a wide range of experiences with a lower investment in highly specific classroom equipment.

VR and AR both create new avenues for engaging students in ways that simply weren’t possible before. Students can explore a high fidelity simulated environment or object, indulging their curiosity and inspiring them to ask unique questions based on what they’re observing. The increased engagement helps students better solidify and retain knowledge about a topic. Teachers also love seeing the excitement that students experience when they bring VR and AR into the classroom, so they are finding lots of new ways to incorporate the tech into their lessons. As more and more teachers figure out the best ways to integrate VR and AR with their lessons, it gets easier and easier for other teachers to follow suit.

We love seeing VR integrated as a way to bring extra depth and engagement to an already thought-out lesson plan, rather than trying to use VR as a lesson substitute. Teachers that use VR successfully will build the class up to the VR experience through appropriate context building, then put the students in VR to explore and add depth to the earlier context. We also recommend that teachers keep students engaged during the VR experience itself. Sometimes it can be hard to have students listen to the lesson while they’re excitedly exploring their VR environment, so we encourage an in/out cadence; teachers let students explore for a minute or two, then have the students take their headsets off to ask questions and engage the students face to face. This helps students solidify the learnings from the experience while maintaining their attention throughout.

We visited a classroom that was teaching students about archaeology and the study of ancient civilizations. The teacher started by telling students about the ancient Mesoamerican civilizations and their histories. After the students gained an appreciation for this history, the teacher then put the students into a virtual reality tour of Chichen Itza to let them see and explore the ruins themselves. After the VR tour, the teacher switched to talk about the practice of archaeology and how archaeologists can infer insights by studying the artifacts that a civilization leaves behind. The teacher pointed out that properties of artifacts can tell us certain things, like how finding an arrowhead suggests the civilization used bows to hunt. The teacher then used augmented reality to show a series of Mesoamerican artifacts in the classroom and asked students what they could learn about the civilization from each one. The students were able to look at the objects from all angles as if they were transported into their classroom, examining them firsthand. The teacher did a fantastic job using both AR and VR to drive home the lessons they were trying to convey.

The closest we’ll get to teleportation or a time machine.

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A Look Inside the Classroom of the Future

To educate students for 21st-century careers, educators should be using real-world case studies, embracing complexity, practicing empathy, integrating technology, and encouraging reflection.

Over the next generation, whether they work for corporations, small businesses, government organizations, nonprofits, or other organizations, many U.S. employees will move from working primarily with American colleagues, bosses, and customers for American organizations in U.S. cities, to being part of global teams. As leaders, they will use technology to bridge geographic divides, build organizations that transcend borders, and work together with colleagues from around the world on issues such as climate change, food security, and population growth -- issues that require multinational teams coming together to effect change.

For those whose work is closer to home, the changing demographics of the U.S. will mean that their colleagues, customers, and neighbors may look a lot less like them, and have fewer shared histories than American colleagues, customers, and neighbors have shared in the past.

The challenges today's students will face as tomorrow's leaders will involve working more closely across geographic borders, and with people who have very different backgrounds, beliefs, and experiences. In short, diversity and global citizenship are our common future.

Will our children be ready, and is the education they're receiving today preparing them for the world they'll inherit in a decade or two? Skills that globally competent students will require to successfully navigate college, career, and life in the 21st century include:

• An appreciation for cultural differences
• An ability to understand and consider multiple perspectives
• Critical and comparative thinking skills
• Problem-solving abilities
• Comfort with ambiguity and change
• An understanding of globally significant issues

Based on our work with more than 2,000 U.S. middle and high school educators on building global competence, following are five core strategies that we've seen educators adopt to effectively create the classroom of the future – a classroom that will build the necessary skills for educating globally competent students, and truly prepare them to thrive as responsible global citizens in the 21st century.

1. Leverage real-world case studies.

It's highly empowering to middle and high school students when we ground pedagogy and curriculum in case studies of significant global issues that have local impact, and use them to encourage self-directed learning. Here are examples of three case studies -- one on drought and desertification in Burkina Faso, one on water issues in Bolivia, and a third on the earthquake and tsunami in Japan. Leveraging this kind of material and encouraging students to think deeply and creatively about implications, parallels in their own community, and how they can affect change builds strong critical thinking skills and global context. For additional resources, check out National Geographic Education's case studies, such as this one on critical issues facing marine ecosystems, or its Current Event Connection page.

2. Dig into, rather than avoid, the complexity.

Teachers in classrooms that actively build global competence encourage students to wrestle with the complexity of an issue, then design and implement solutions based on the students' own research. This helps students build an appreciation for the challenges of addressing both global and community issues. A teacher who challenges and encourages students to be comfortable with changing environments and circumstances simulates the realities of our deeply dynamic world. While this can be disconcerting, when coupled with helping students understand that even small actions can have a significant impact, it can be hugely empowering.

3. Regularly practice empathy.

An environment that places a high value on seeking out and leveraging a diversity of perspectives, particularly those with perspectives that are controversial or significantly different from the students' own, helps them build their "empathy muscles." A great resource for educators to consult is Ashoka's Start Empathy program , which includes an online course and supporting materials.

4. Use technology to enhance learning and empower students.

Students today have the incredible benefit of using technology not only to access new ideas and global perspectives, but also to personalize and take control of their learning. Every day there are new technology resources available to help educators make their classrooms more global and connect their students to new ideas, challenges, and resources that will let them dig deeper into what they're learning in class. Sorting through all of these resources could be a full-time job, so consider these technology resources to support and challenge your students, and to build on your current curriculum:

• Mystery Skype
• Google Earth for Educators
• Global Classroom Twitter Chats

In addition, here's a great Education World blog post on learning world geography.

5. Ensure that reflection is part of routine.

Reflection is regularly cited as a critical and important component of classroom learning. When it becomes routinized is when educators and students see the most benefit from it. Structured and frequent reflection, which students do both on their own and with each other, helps them apply learnings to future work. Consider these thinking and reflection routines from the Harvard Graduate School of Education's Project Zero.

Building the classroom of the future -- a more globally competent, student-centered learning space that engages diverse learners -- has been given a boost by recent developments, including the Department of Education's International Strategy (2012-16) (PDF), outlining global competence as a key pillar of quality education; and plans for the PISA assessments to include global competence in 2018 . These represent an important shift to a mindset where this type of learning is offered not just intermittently, but ultimately valued and given high-level priority as something that's fundamental to learning.

As you consider these five strategies, how close is your classroom, or your child's classroom, to being a classroom of the future?

The evolution of the school of the future

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When Salman Khan shared his vision for “a free world-class education for anyone anywhere” at TED2011, he turned the education world on its head. As he introduced Khan Academy — a virtual classroom that uses video lessons to create an individualized, self-paced learning experience — his alternative model fueled the nascent dialogue about online education. The conversation only exploded from there.

In the three years since his talk, Khan has doubled down on his efforts to cultivate Khan Academy into the education model of the future. The site now has more than 10 million unique users per month, with five million exercises completed daily. The lessons are available in 29 languages, and are hosted on five fully translated sites. Through collaborations with MIT , the Getty Museum and the MOMA , Khan Academy is focusing its efforts on expanding and deepening its content offerings. It has even partnered with LeBron James , to up its cool factor.

Khan himself has been busy reimagining the education experience. After his talk ignited impassioned dialogue, he wrote a book that digs deeper into his idea — a landscape where teachers work in tandem with technology to foster the best learning environment for each student.

We spoke with Khan about the academy’s incredible growth, and what’s on the horizon for classrooms both physical and virtual. Below, an edited transcript of that conversation.

Khan Academy has seen incredible growth since you spoke in 2011. Where are you focusing your efforts as you expand?

Content coverage is a big thing. We’re making sure that, by next school year, our math experience is a very strong implementation of the Common Core , the math standards adopted by 46 states. Relative to where we were in 2011 when the TED Talk happened, back then we already had reasonable coverage — a scaffold of K-12 math and beyond — but now we’re serious about absolute full coverage of all of the major concepts that one would need to know for the K-12 Common Core, as well as AP Calculus. We’re doing a partnership with the AP tests to make sure that our AP Calculus is fully comprehensive. Since the talk, we’ve dramatically increased our coverage of physics and chemistry, math and history, and we brought on some art historians. Our broader video content has broadened dramatically.

In my TED Talk, I didn’t talk a lot about the use of data and analytics to fine-tune the experience — and that’s something we’re kind of doing all-out as we speak. We probably have 20 experiments on the site about retention, learning, engagement — whatever you want to call it. We have postdocs from Stanford and other places to actually do tests in cognitive science and learning science. That’s a big part of what we’re doing now. We’re also strengthening the personalization piece — we’re using very sophisticated machine learning in the background system to understand what the student likely knows and doesn’t know, and to give recommendations based on that. At the time of the TED Talk, we were going in that direction but it was a much simpler and more basic system. Now it’s really cutting edge.

The other big thing that’s happening is internationalization. It’s something that we’ve been working on for about a year and a half now, but we’ve just launched Spanish Khan Academy , and Brazilian Portuguese Khan Academy , Turkish and French and all the world’s major languages. This is not just redoing or translating the videos, it’s the whole experience — the software, the dashboard.

How have you seen the thinking about education shift since you gave your TED Talk?

The conversation around the classroom of the future really took off. A lot more people are  talking about what a classroom should be like. I don’t want to make too much of that — I think people have always been talking about that, and I don’t think it’s the TED talk alone that did it — but I do think it did help catalyze more conversation around what a school should look like, and what its credentials should be.

Since the talk, I published my book, The One World Schoolhouse . I hadn’t even agreed to write a book at the time of the TED Talk, and I think the talk catalyzed what people were interested in and helped it get published. The book pushes the TED talk to a deeper level –it’s also talking about credentialing and higher education.

An interesting element to this conversation is the rise of MOOCS . Where do you see Khan Academy in relation to online university courses?

I think we share a common lineage. I wouldn’t claim that Khan Academy was the first — we kind of grew out of MIT open courseware. But Sebastian Thrun was the first to launch a MOOC — he was apparently in the audience at my TED Talk and he was thinking, “Well, I’m a Stanford professor, I should be able to do this too!” He went off that very next fall and launched the first MOOC. And of course that was followed by Coursera and edX . I think we’re all focused on a free, world-class education for anyone, anywhere. So I think in that way we are completely aligned.

The difference is the implementation approach. I think MOOCS are trying to take a traditional university course model: start on a certain day, have problem sets due, everyone goes together in a synchronous way — it’s a virtual experience of a classroom. You register for a MOOC and you get a credential at the end of it. At Khan Academy, we’ve been trying to go a little more clean slate: if this is someone’s goal, how can they go at their own pace, how can we use exercises and analytics and dashboards to rethink the classroom? So a MOOC is: you’re going to take a course. Khan Academy is anywhere between, “I have a test tomorrow on L’Hôpital’s rule, so let me go get some practice on it,” all the way to, “I am running a calculus class and I want all my students to learn at their own pace with me as their teacher to see where they are so I can see who’s ready for a project or a conversation and if someone’s falling behind I can pair students together.” Khan Academy and MOOCS are taking different approaches to helping people learn.

There has been a lot of debate about the limits of online education. What content do you think works best online and what’s better left to a real-life setting?

I think the ideal is to have both.

Anything that lasts more than 30 seconds — or any explanation — makes sense to have in a video form. Or it could be in a text form and video form, so that students can get it whenever they want and they don’t have to feel judged. They can pause and repeat. Practice and feedback for a large set of classes — especially math and science — can be done really well online. I think it hasn’t been done really well, but it can be done well online if you have large item banks. Before the computer was invented, there was a multibillion-dollar industry of people writing algorithm problems. Why wasn’t there just a shared bank for these things? Now that we have the Internet, you can have these shared banks and you can also have a common way to interface with them and give the teachers analytics and feedback that is really good through software tools.

What that means for the teacher is a much higher value task of mentoring students, motivating students, having conversations with students. To a large degree, this is what’s always been true in humanities class. In a seminar, the professor doesn’t read the textbook or the novel to the students — they do that on their own — and then class time is much more valuable for richer experiences. We’d like to push that one step further with math or science material and allow students to move at their own pace. Because even if I didn’t read the last book in my literature class, I can engage in the next book. But, if I didn’t understand the last three chapters of math, I’m not going to be able to engage on the next one.

What are some surprising ways people are using Khan Academy?

The two that jump out at me: One example is a school in Oakland — Oakland Unity School — which is a charter school that takes students who are several grade levels behind coming out of Oakland City public schools. They’ve achieved dramatic results. The year before they were using Khan Academy, they were in the 50th percentile in California, and then using Khan Academy, they’re approaching the 98th percentile. I can’t imply that’s purely due to Khan Academy because it’s just one of many things they’re doing, but it’s incredible. And what’s so surprising about that is there’s a teacher there and he’s very adamant about using Khan Academy to teach math, but he’s also using math as a pretext for a tool around changing his students’ mindset about having a more active role — to have them take more ownership over their learning. He sees his role as: change their mindset. Once you change their mindset, they become really good students.

The Innova Schools in Peru, which are low-cost private schools for the Peruvian middle class, use Khan Academy as a core part of their math curriculum. And it was surprising because, when they launched, we didn’t even have Spanish Khan Academy but they were using it with students who for the most part did not know English. We started seeing some interesting learning gain. I visited last spring and was wondering how are they doing it, and they just use Google Translate to copy and paste the text and read the subtitles. That was enough to get by. That was a surprisingly good implementation of Khan Academy.

While we’re talking about Khan Academy in other countries, tell me more about the translation effort.

When I gave the talk, we had a very nascent translation effort, and that’s accelerated dramatically. It’s mainly around finding really good partners in different geographies, and the partners do everything from provide funding to the work of the translation, to the vetting to actually implementing it. We’re trying to understand how it can be used in the region’s schools. In Spanish, our main partner is the Carlos Slim Foundation and they do most of the on-the-ground work. In Brazil it’s been the Lemon Foundation that’s been doing most of everything. Our goal is to find groups like that in every major geography.

Are you tailoring content, like history lessons, to specific regions?

Not yet — most of the interest has been around the math content and the science content.

Do you see English lessons as a potential language-learning tool for someone who might want to learn math and English at the same time?

We’ve heard some things like that, but it isn’t really our focus at the moment. An incredible example is a letter I got from this young girl in Mongolia. She has a video that she uses through Khan Academy. I assumed she was middle- or upper-class but turned out that there was a group of engineers from Silicon Valley using their vacation time setting up computer labs in orphanages in Mongolia and she was one of the orphan girls. It was cool by itself that she was using Khan Academy. What’s even cooler is she’s gone off to be one of our main contributors to the Mongolian language of videos so we do have some one-off examples of surprising use case with surprising results who are also helping to translate.

You have a number of exciting partnerships — MIT, the Getty, the MOMA — and LeBron James. How did that one come about?

Yes, MIT, the MOMA and LeBron James. It was one of those strange things where someone emailed us and said, “I work with LeBron James and we’re interested in learning what you’re doing. LeBron wants to help with education and your nonprofit and he wants to do something that really matters.” So we were like, “Yeah, sure.” We met with LeBron and he’s obviously busy, so we tried to come up with something to leverage him but not take up his time. He watched the video about the scale of the sun and was fascinated. And that’s cool — if more kids knew that LeBron was fascinated by it, they would be too. We had a back and forth where LeBron asked a question about science , and then I or someone else tried to answer the question.

Where do you see Khan Academy evolving in the next 2-5 years? What’s the next big step?

The Common Core is a big thing — it’s about Khan Academy trying to fully empower teachers. What we’re doing with the common core is we want this to be a really useful tool that can really help teachers and that they’re really getting the common core materials and having time to work on other things. Hopefully in the next few years, we can really validate the utility of the Khan Academy in all types of classrooms.

I think internationalization may be three to five years out. I imagine that Spanish and Portuguese and Urdu and Hindi and Arabic could be useful for Khan Academy. We haven’t found the right partners for Japanese and Korean yet.

We have a core math experience that’s really interactive and exercise driven, and then there’s our tutorial experience, which includes a curated set of videos and exercises that you might find useful — so that’s our art history experience, our history experience. Hopefully in the next three, four, five years, we can get other areas like physics and chemistry as rich as our core math experience, maybe other things as well — art history, history. And we can leverage the community to do things like writing, and computer science. That’s a big thing that’s happened since the talk was the computer science platform launching — it’s different than the traditional Khan Academy. It’s very hands on and you share what you’ve made and it’s active. Those are the big things. And in terms of reach, who knows where we might get to.

Elizabeth Jacobs is an editorial freelancer at TED.

About the author

Liz Jacobs is an editorial staffer for TED.com.

• future of classroom education
• Khan Academy
• online education
• Salman Khan

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What will the classroom of the future look like?

Plenty of science fiction authors have asked this question and there are as many answers as there are writers: some have even imagined a future with no classrooms at all , where all children learn from home with a machine as a teacher and consider traditional school an alien concept . But that particular future is unlikely to come true : as much as AI is growing and studying from home is becoming an increasingly popular solution, education still requires some form of human contact and technology is a tool, not a replacement . Even so, technology can reshape the design of the classroom and the core philosophies of teaching and learning in significant ways: let’s explore how.

A richer, more connected experience in the classroom of the future

The hottest keyword of future classroom design is the Internet of Things . With 22 billion devices and counting connected to the Internet, a constantly connected life has become an expectation, not a novelty . If the trend keeps up, the classroom of the future will be a smart space where the line between physical and digital is blurred . With entire interactive walls in place of whiteboards, AI teaching assistants that can sometimes prove indistinguishable from their human counterparts, and virtual and augmented reality as a way to add a digital layer of information to the physical world or even visit new places without leaving the room and, most recently, practice languages with virtual avatars as conversation partners , the classroom of the future is shaping up to be a place where technology is an essential part of the design that provides a smooth, seamless experience, not an afterthought that was added in later and runs into technical difficulties more often than not because of a combination of poor infrastructure and unprepared teachers , as it was in the early days of the transition to EdTech . With a new generation of students coming in with the expectation of being more connected than ever and a new generation of teachers who are ready to meet that expectation , technology has not yet reached the point of replacing educators, but it is certainly working alongside them to an unprecedented degree.

Your own path to education

Another major difference that EdTech has made possible is the new level of personalisation of each student’s learning path. It is more than just a matter of pursuing one’s own interests : educational technology can gather and track data about student engagement, progress and even movement across the campus and become a constant companion that reminds them of their duties, but also lightens the load by offering helpful suggestions, answering questions and reporting anomalous behaviour patterns that may be a sign of a student at risk of failing or suffering from mental health issues. Artificial intelligence can also calibrate the material and the manner in which it is presented to each person’s current level in such a way that lessons will always be an interesting challenge, but never an insurmountable one —if a student requires additional help or, on the contrary, is more advanced than average and can handle higher-level instruction, technology-enhanced learning is capable of catering to both ends of the scale . All the information about your skills and achievements that the increasing presence of EdTech at your school – and later your college campus – has amassed can then become a unified life record that will be more informative to prospective employers than a simple list of course titles: fresh graduates are far more valuable to the job market if they can give a handy summary of what they know and what they can do . We use hashtags for everything by now—why not tag your learning experiences with major keywords such as ‘teamwork’, ‘customer service’, ‘leadership’, ‘problem solving’? In short, we may yet be far away from a future where the word ‘teacher’ no longer designates a human being , as Isaac Asimov wrote in his 1951 short story The Fun They Had , but the great science fiction author did get one thing right. Little Margie’s words resonate more than ever with modern educators: ‘But my mother says a teacher has to be adjusted to fit the mind of each boy and girl it teaches and that each kid has to be taught differently.’

• America | America
• Belgium | België
• Belgium | Belgique
• Croatia | Hrvatska
• Denmark | Danmark
• England | England
• France | France
• Germany | Deutschland
• Ireland | Ireland
• Italy | Italia
• Norway | Norge
• Poland | Polska
• Scotland | Scotland
• Spain | España 
• The Netherlands | Nederland
• Türkiye |  Türki̇ye

What is the classroom of the future?

18 Jun 2021

This week, the final winners of the “Shape the Future: Classroom Edition” in France were announced.

After over a year of remote learning, virtual hangouts, and new technologies, students around the world have been through a lot. That’s why the Newton Team wanted to engage directly with young people and ask what has been their experience and what would they like to change about the environment in which they learn?

Support from many partners

The “Shape the Future” challenge was designed to encourage young people to be creative and to communicate their thoughts and experiences – something that is not always as valued as it should be. Together with Boeing and the Leo Lagrange Federation , this challenge was introduced to young people who are part of the Hub Léo network in France from December 2020 to March 2021.

Focus on sustainability and creativity

Submissions were received from 6 Hubs across France, from students aged 11 – 15. A variety of issues were addressed, including teacher competence, technology, and our relationship with nature. The projects were evaluated based on 3 criteria: creativity, sustainability, and design & presentation. Winners were identified in 2 categories: individual projects and team projects, and all entries were presented on a Zoom call with the jury members and the Managing Director of Boeing France, Jean Marc Fron.

Here are the winners:

1. Hub Léo Mainvilliers

2. Hub Léo Dijon

3. Hub Léo Salins les Bains

The winners got to choose from a range of prizes and all participants receive a gift card and a virtual tour of a start-up company in London, with our host Nathalia Rus ( @yeahgirlscode on Instagram ).

We would like to thank all our participants for their inspiring and creative entries! We look forward to the next challenge and hearing more fantastic ideas from young people around the world.

How can we prepare students for the Fourth Industrial Revolution? 5 lessons from innovative schools around the world

What does the school of the future look like? This new report looks at 16 schools and institutions around the world. Image:  Unsplash/NeONBRAND

.chakra .wef-1c7l3mo{-webkit-transition:all 0.15s ease-out;transition:all 0.15s ease-out;cursor:pointer;-webkit-text-decoration:none;text-decoration:none;outline:none;color:inherit;}.chakra .wef-1c7l3mo:hover,.chakra .wef-1c7l3mo[data-hover]{-webkit-text-decoration:underline;text-decoration:underline;}.chakra .wef-1c7l3mo:focus,.chakra .wef-1c7l3mo[data-focus]{box-shadow:0 0 0 3px rgba(168,203,251,0.5);} Sean Fleming

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Stay up to date:.

• 16 schools, systems and initiatives around the world are preparing the next generation for the changing world.
• The most innovative institutions are shaking up the traditional classroom approach.
• It's important to provide students with the digital skills necessary for the Fourth Industrial Revolution.

New schools and new views on teaching are springing up around the world to help prepare the next generation for a rapidly changing employment landscape.

This overhaul of teaching and education methods is much needed – and not only because of the breathtaking pace of change being ushered in by digital technologies, AI and data. It’s also necessary because current models of teaching and education are still firmly rooted in practices that have been around for 200 years or more.

Have you read?

The world is failing miserably on access to education. here's how to change course, how higher education can adapt to the future of work, jack ma's take on education: iq, eq, and lq.

In the new report Schools of the Future: Defining New Models of Education for the Fourth Industrial Revolution , the World Economic Forum looked at how education needs to change. The report identified eight "critical characteristics in learning content and experiences" and highlighted 16 schools, systems and initiatives around the world that are leading the way.

Here are five that are approaching this new era – Education 4.0 – in fresh and exciting ways.

1. Child’s play in China

Anji Play was established in the Zhejiang Province of China in 2002. It follows an early childhood curriculum that fosters learning entirely through child-led play.

Its core belief is that any setting can become a learning environment, with a minimum of 90 minutes every day set aside for outdoor play, using equipment such as ladders, buckets and climbing cubes. Key to the model’s success is that it makes use of low- to no-cost items, ensuring it is accessible to low-income families.

Initially, 14,000 children in Zhejiang were enrolled. It has since been spread to over 100 public schools in more than 34 provinces in China. There are now Anji Play pilots in the US, Europe and Africa, too.

2. Finland’s budding entrepreneurs

Finland routinely ranks high for the quality of its education system, which is regarded as one of the best in the world.

Founded in 1958, South Tapiola High School is one of the best schools in the country. As well as following the Finnish national curriculum, it adds a special focus on teaching collaboration through entrepreneurship, active citizenship and social awareness with real-world applications.

The school’s Young Entrepreneurship Programme gives students the opportunity to work in groups to create a business of their own, then enter their ideas in national competitions.

3. Growing green leaders in Indonesia

Shaping the green leaders of the future is central to the Green School, which opened in Bali in 2008. Its 800-strong student body is comprised of 3- to 18-year-olds. The school now has plans to expand into New Zealand, South Africa and Mexico by 2021.

Maintaining a sustainable school environment is one of the school’s main activities, and in the 2017-2018 school year students produced over 150 kilogrammes of food every month. In 2018, it joined forces with Sunseap, Singapore’s largest clean energy provider, to help the school with its goal of becoming completely off the grid.

4. Refugees in Kenya get connected

In 2015, Belgian teacher, activist and entrepreneur Koen Timmers set up a crowdfunding campaign after speaking to an outreach worker in the Kakuma refugee camp in Kenya.

He sent more than 20 laptops (including his own), solar panels and internet equipment to the camp to connect volunteer teachers with refugee children. There are now 350 teachers across six continents offering remotely taught courses in English, mathematics and science to children in the camp.

The Kakuma model is now expanding through a network of Innovation Lab Schools to Tanzania, Uganda, Nigeria, Morocco, Argentina, South Africa, Brazil and Arctic Canada.

The latest figures show that 56% of 8-12-year-olds across 29 countries are involved in at least one of the world's major cyber-risks: cyberbullying, video-game addiction, online sexual behaviour or meeting with strangers encountered on the web.

Using the Forum's platform to accelerate its work globally, #DQEveryChild , an initiative to increase the digital intelligence quotient (DQ) of children aged 8-12, has reduced cyber-risk exposure by 15%.

In March 2019, the DQ Global Standards Report 2019 was launched – the first attempt to define a global standard for digital literacy, skills and readiness across the education and technology sectors.

Our System Initiative on Shaping the Future of Media, Information and Entertainment has brought together key stakeholders to ensure better digital intelligence for children worldwide. Find our more about DQ Citizenship in our Impact Story .

5. Tech immersion in Viet Nam

TEKY is the first STEAM (science, technology, engineering, art and mathematics) academy in Viet Nam for children ages 6 to 18 years old. Founded in 2017, it has since established 16 centres in five cities across the country.

Through partnerships with 30 schools across Viet Nam, the academy is able to deliver nine- to 18-month-long technology courses, as well as a coding camp for the holiday periods.

TEKY teaches modules on programming, robotics, web design, multimedia communications and animation, with students spending about 80% of their learning time interacting with technology.

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License and Republishing

World Economic Forum articles may be republished in accordance with the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License, and in accordance with our Terms of Use.

The views expressed in this article are those of the author alone and not the World Economic Forum.

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FCL is a pioneering initiative that provides educators with a hands-on environment to experiment with emerging technologies, pedagogical practices, and learning space design. In this course, participants will discover how FCL fosters creativity, collaboration, and digital literacy, empowering educators to create dynamic and engaging learning experiences for students.

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• Understand the concept and principles of the Future Classroom Lab and its role in promoting innovation in teaching and learning.
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​Why School Absences Have ‘Exploded’ Almost Everywhere

The pandemic changed families’ lives and the culture of education: “Our relationship with school became optional.”

By Sarah Mervosh and Francesca Paris

Sarah Mervosh reports on K-12 education, and Francesca Paris is a data reporter.

In Anchorage, affluent families set off on ski trips and other lengthy vacations, with the assumption that their children can keep up with schoolwork online.

In a working-class pocket of Michigan, school administrators have tried almost everything, including pajama day, to boost student attendance.

And across the country, students with heightened anxiety are opting to stay home rather than face the classroom.

In the four years since the pandemic closed schools, U.S. education has struggled to recover on a number of fronts, from learning loss , to enrollment , to student behavior .

But perhaps no issue has been as stubborn and pervasive as a sharp increase in student absenteeism, a problem that cuts across demographics and has continued long after schools reopened.

Nationally, an estimated 26 percent of public school students were considered chronically absent last school year, up from 15 percent before the pandemic, according to the most recent data, from 40 states and Washington, D.C., compiled by the conservative-leaning American Enterprise Institute . Chronic absence is typically defined as missing at least 10 percent of the school year, or about 18 days, for any reason.

Source: Upshot analysis of data from Nat Malkus, American Enterprise Institute. Districts are grouped into highest, middle and lowest third.

The increases have occurred in districts big and small, and across income and race. For districts in wealthier areas, chronic absenteeism rates have about doubled, to 19 percent in the 2022-23 school year from 10 percent before the pandemic, a New York Times analysis of the data found.

Poor communities, which started with elevated rates of student absenteeism, are facing an even bigger crisis: Around 32 percent of students in the poorest districts were chronically absent in the 2022-23 school year, up from 19 percent before the pandemic.

Even districts that reopened quickly during the pandemic, in fall 2020, have seen vast increases.

“The problem got worse for everybody in the same proportional way,” said Nat Malkus, a senior fellow at the American Enterprise Institute, who collected and studied the data.

Victoria, Texas reopened schools in August 2020, earlier than many other districts. Even so, student absenteeism in the district has doubled.

Kaylee Greenlee for The New York Times

The trends suggest that something fundamental has shifted in American childhood and the culture of school, in ways that may be long lasting. What was once a deeply ingrained habit — wake up, catch the bus, report to class — is now something far more tenuous.

“Our relationship with school became optional,” said Katie Rosanbalm, a psychologist and associate research professor with the Center for Child and Family Policy at Duke University.

The habit of daily attendance — and many families’ trust — was severed when schools shuttered in spring 2020. Even after schools reopened, things hardly snapped back to normal. Districts offered remote options, required Covid-19 quarantines and relaxed policies around attendance and grading .

Source: Nat Malkus, American Enterprise Institute . Includes districts with at least 1,500 students in 2019. Numbers are rounded. U.S. average is estimated.

Today, student absenteeism is a leading factor hindering the nation’s recovery from pandemic learning losses , educational experts say. Students can’t learn if they aren’t in school. And a rotating cast of absent classmates can negatively affect the achievement of even students who do show up, because teachers must slow down and adjust their approach to keep everyone on track.

“If we don’t address the absenteeism, then all is naught,” said Adam Clark, the superintendent of Mt. Diablo Unified, a socioeconomically and racially diverse district of 29,000 students in Northern California, where he said absenteeism has “exploded” to about 25 percent of students. That’s up from 12 percent before the pandemic.

U.S. students, overall, are not caught up from their pandemic losses. Absenteeism is one key reason.

Why Students Are Missing School

Schools everywhere are scrambling to improve attendance, but the new calculus among families is complex and multifaceted.

At South Anchorage High School in Anchorage, where students are largely white and middle-to-upper income, some families now go on ski trips during the school year, or take advantage of off-peak travel deals to vacation for two weeks in Hawaii, said Sara Miller, a counselor at the school.

For a smaller number of students at the school who qualify for free or reduced-price lunch, the reasons are different, and more intractable. They often have to stay home to care for younger siblings, Ms. Miller said. On days they miss the bus, their parents are busy working or do not have a car to take them to school.

And because teachers are still expected to post class work online, often nothing more than a skeleton version of an assignment, families incorrectly think students are keeping up, Ms. Miller said.

Sara Miller, a counselor at South Anchorage High School for 20 years, now sees more absences from students across the socioeconomic spectrum.

Ash Adams for The New York Times

Across the country, students are staying home when sick , not only with Covid-19, but also with more routine colds and viruses.

And more students are struggling with their mental health, one reason for increased absenteeism in Mason, Ohio, an affluent suburb of Cincinnati, said Tracey Carson, a district spokeswoman. Because many parents can work remotely, their children can also stay home.

For Ashley Cooper, 31, of San Marcos, Texas, the pandemic fractured her trust in an education system that she said left her daughter to learn online, with little support, and then expected her to perform on grade level upon her return. Her daughter, who fell behind in math, has struggled with anxiety ever since, she said.

“There have been days where she’s been absolutely in tears — ‘Can’t do it. Mom, I don’t want to go,’” said Ms. Cooper, who has worked with the nonprofit Communities in Schools to improve her children’s school attendance. But she added, “as a mom, I feel like it’s OK to have a mental health day, to say, ‘I hear you and I listen. You are important.’”

Experts say missing school is both a symptom of pandemic-related challenges, and also a cause. Students who are behind academically may not want to attend, but being absent sets them further back. Anxious students may avoid school, but hiding out can fuel their anxiety.

And schools have also seen a rise in discipline problems since the pandemic, an issue intertwined with absenteeism.

Dr. Rosanbalm, the Duke psychologist, said both absenteeism and behavioral outbursts are examples of the human stress response, now playing out en masse in schools: fight (verbal or physical aggression) or flight (absenteeism).

“If kids are not here, they are not forming relationships,” said Quintin Shepherd, the superintendent in Victoria, Texas.

Quintin Shepherd, the superintendent in Victoria, Texas, first put his focus on student behavior, which he described as a “fire in the kitchen” after schools reopened in August 2020.

The district, which serves a mostly low-income and Hispanic student body of around 13,000, found success with a one-on-one coaching program that teaches coping strategies to the most disruptive students. In some cases, students went from having 20 classroom outbursts per year to fewer than five, Dr. Shepherd said.

But chronic absenteeism is yet to be conquered. About 30 percent of students are chronically absent this year, roughly double the rate before the pandemic.

Dr. Shepherd, who originally hoped student absenteeism would improve naturally with time, has begun to think that it is, in fact, at the root of many issues.

“If kids are not here, they are not forming relationships,” he said. “If they are not forming relationships, we should expect there will be behavior and discipline issues. If they are not here, they will not be academically learning and they will struggle. If they struggle with their coursework, you can expect violent behaviors.”

Teacher absences have also increased since the pandemic, and student absences mean less certainty about which friends and classmates will be there. That can lead to more absenteeism, said Michael A. Gottfried, a professor at the University of Pennsylvania Graduate School of Education. His research has found that when 10 percent of a student’s classmates are absent on a given day, that student is more likely to be absent the following day.

Absent classmates can have a negative impact on the achievement and attendance of even the students who do show up.

Is This the New Normal?

In many ways, the challenge facing schools is one felt more broadly in American society: Have the cultural shifts from the pandemic become permanent?

In the work force, U.S. employees are still working from home at a rate that has remained largely unchanged since late 2022 . Companies have managed to “put the genie back in the bottle” to some extent by requiring a return to office a few days a week, said Nicholas Bloom, an economist at Stanford University who studies remote work. But hybrid office culture, he said, appears here to stay.

Some wonder whether it is time for schools to be more pragmatic.

Lakisha Young, the chief executive of the Oakland REACH, a parent advocacy group that works with low-income families in California, suggested a rigorous online option that students could use in emergencies, such as when a student misses the bus or has to care for a family member. “The goal should be, how do I ensure this kid is educated?” she said.

Relationships with adults at school and other classmates are crucial for attendance.

In the corporate world, companies have found some success appealing to a sense of social responsibility, where colleagues rely on each other to show up on the agreed-upon days.

A similar dynamic may be at play in schools, where experts say strong relationships are critical for attendance.

There is a sense of: “If I don’t show up, would people even miss the fact that I’m not there?” said Charlene M. Russell-Tucker, the commissioner of education in Connecticut.

In her state, a home visit program has yielded positive results , in part by working with families to address the specific reasons a student is missing school, but also by establishing a relationship with a caring adult. Other efforts — such as sending text messages or postcards to parents informing them of the number of accumulated absences — can also be effective.

Regina Murff has worked to re-establish the daily habit of school attendance for her sons, who are 6 and 12.

Sylvia Jarrus for The New York Times

In Ypsilanti, Mich., outside of Ann Arbor, a home visit helped Regina Murff, 44, feel less alone when she was struggling to get her children to school each morning.

After working at a nursing home during the pandemic, and later losing her sister to Covid-19, she said, there were days she found it difficult to get out of bed. Ms. Murff was also more willing to keep her children home when they were sick, for fear of accidentally spreading the virus.

But after a visit from her school district, and starting therapy herself, she has settled into a new routine. She helps her sons, 6 and 12, set out their outfits at night and she wakes up at 6 a.m. to ensure they get on the bus. If they are sick, she said, she knows to call the absence into school. “I’ve done a huge turnaround in my life,” she said.

But bringing about meaningful change for large numbers of students remains slow, difficult work .

Nationally, about 26 percent of students were considered chronically absent last school year, up from 15 percent before the pandemic.

The Ypsilanti school district has tried a bit of everything, said the superintendent, Alena Zachery-Ross. In addition to door knocks, officials are looking for ways to make school more appealing for the district’s 3,800 students, including more than 80 percent who qualify for free or reduced-price lunch. They held themed dress-up days — ’70s day, pajama day — and gave away warm clothes after noticing a dip in attendance during winter months.

“We wondered, is it because you don’t have a coat, you don’t have boots?” said Dr. Zachery-Ross.

Still, absenteeism overall remains higher than it was before the pandemic. “We haven’t seen an answer,” she said.

Data provided by Nat Malkus, with the American Enterprise Institute. The data was originally published on the Return to Learn tracker and used for the report “ Long COVID for Public Schools: Chronic Absenteeism Before and After the Pandemic .”

The analysis for each year includes all districts with available data for that year, weighted by district size. Data are sourced from states, where available, and the U.S. Department of Education and NCES Common Core of Data.

For the 2018-19 school year, data was available for all 50 states and the District of Columbia. For 2022-23, it was available for 40 states and D.C., due to delays in state reporting.

Closure length status is based on the most in-person learning option available. Poverty is measured using the Census Bureau’s Small Area Income and Poverty Estimates. School size and minority population estimates are from NCES CCD.

How absenteeism is measured can vary state by state, which means comparisons across state lines may not be reliable.

An earlier version of this article misnamed a research center at Duke University. It is the Center for Child and Family Policy, not the Center of Child and Family Policy.

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Settlement reached in lawsuit between Disney and Florida Gov. Ron DeSantis’ allies

FILE - The Cinderella Castle is seen at the Magic Kingdom at Walt Disney World, July 14, 2023, in Lake Buena Vista, Fla. Allies of Florida Gov. Ron DeSantis and Disney reached a settlement agreement Wednesday, March 27, 2024, in a lawsuit over who controls Walt Disney World’s governing district.(AP Photo/John Raoux, File)

FILE - Florida Gov. Ron DeSantis delivers remarks during a press conference at the Central Florida Tourism Oversight District headquarters at Walt Disney World, in Lake Buena Vista, Fla., Thursday, Feb. 22, 2024. Allies of DeSantis and Disney reached a settlement agreement Wednesday, March 27, in a lawsuit over who controls Walt Disney World’s governing district. (Joe Burbank/Orlando Sentinel via AP, File)

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ORLANDO, Fla. (AP) — Allies of Gov. Ron DeSantis and Disney reached a settlement agreement Wednesday in a state court fight over how Walt Disney World is developed in the future following the takeover of the theme park resort’s government by the Florida governor.

In a meeting, the DeSantis-appointed members of the board of the Central Florida Tourism Oversight District approved the settlement agreement, ending almost two years of litigation that was sparked by DeSantis’ takeover of the district from Disney supporters following the company’s opposition to Florida’s so-called “Don’t Say Gay” law.

The 2022 law bans classroom lessons on sexual orientation and gender identity in early grades and was championed by the Republican governor, who used Disney as a punching bag in speeches until he suspended his presidential campaign this year.

The district provides municipal services such as firefighting, planning and mosquito control, among other things, and was controlled by Disney supporters for most of its five decades.

The agreement came a day after the appointment of a new board member, replacing a DeSantis-appointed board chairman who was a Disney critic. Under the deal, covenants and a development agreement Disney supporters on the board made with the company just before the state takeover would be dropped and the new board agreed to operate under an earlier plan.

Jeff Vahle, president of Walt Disney World Resort, said in a statement Wednesday that the company was pleased a settlement had been reached.

“This agreement opens a new chapter of constructive engagement with the new leadership of the district and serves the interests of all parties by enabling significant continued investment and the creation of thousands of direct and indirect jobs and economic opportunity in the state,” Vahle said.

DeSantis, who was in Orlando on Wednesday, said at a news conference that “we have been vindicated on all those actions.”

“I’m glad that they were able to do that settlement,” DeSantis said. “Those 11th hour covenants and restrictions were never going to be valid. We knew that.”

As punishment for Disney’s opposition to the controversial law, DeSantis took over the governing district through legislation passed by the Republican-controlled Florida Legislature and appointed a new board of supervisors. Disney sued DeSantis and his appointees, claiming the company’s free speech rights were violated for speaking out against the legislation. A federal judge dismissed that lawsuit in January, but Disney appealed.

Before control of the district changed hands from Disney allies to DeSantis appointees early last year, the Disney supporters on its board signed agreements with Disney shifting control over design and construction at Disney World to the company. The new DeSantis appointees claimed the “eleventh-hour deals” neutered their powers and the district sued the company in state court in Orlando to have the contracts voided.

Disney filed counterclaims that included asking the state court to declare the agreements valid and enforceable.

Under the terms of Wednesday’s settlement agreement, Disney lets stand a determination by the board of DeSantis appointees that the comprehensive plan approved by the Disney supporters before the takeover is null and void. Disney also agrees that a development agreement and restrictive covenants passed before the takeover are also not valid, according to the settlement terms.

Instead, a comprehensive plan from 2020 will be used with the new board able to make changes to it, and the agreement suggests Disney and the new board will negotiate a new development agreement in the near future.

Disney also agreed to put on hold the appeal of the federal lawsuit pending the negotiations on the development agreement and other matters, and it will drop its two state lawsuits against the district, one of which was a public records complaint.

“It looks to me like both sides called ‘uncle,’” said Richard Foglesong, a Rollins College professor emeritus who wrote a definitive account of Disney World’s governance in his book, “Married to the Mouse: Walt Disney World and Orlando.”

“Disney has an interest in ending this and so does the oversight board,” he added. “So, they both win.”

Since the takeover last year, the district has faced an exodus of experienced staffers, with many in exit surveys complaining that the governing body has been politicized since the changeover. Just this month, the district’s administrator, Glen Gilzean, left to become a county elections supervisor at half the $400,000 salary he was earning at the district, and the district’s DeSantis-appointed board chairman , Martin Garcia, departed the following week.

In their place, DeSantis on Tuesday appointed Orlando businessman Craig Mateer to the board and board members on Wednesday approved former DeSantis advisor Stephanie Kopelousos to be the district’s new administrator.

Mateer, a donor to DeSantis campaigns, previously had been appointed by the governor to the Greater Orlando Aviation Authority and the Board of Governors, which oversees the state university system. Kopelousos was director of legislative affairs for DeSantis. She also had served as secretary of the Florida Department of Transportation under then-Florida Gov. Charlie Crist and was a former county manager in northeast Florida.

Garcia was a vocal critic of Disney and his replacement by Mateer, who is well-known in Orlando tourism and business circles, may have made Disney comfortable enough with the board to reach an agreement, Foglesong said.

Board member Charbel Barakat said the board was looking forward to taking a more cooperative approach with the entertainment giant.

“We are eager to work with Disney,” Barakat said after the settlement deal was approved.

Associated Press writer Brendan Farrington in Tallahassee, Florida, contributed to this report.

Follow Mike Schneider on X, formerly known as Twitter: @MikeSchneiderAP .