Dr. Helen Malone is the Chief Strategy and Innovation Officer at the Institute for Educational Leadership. She also serves as co-chair of the GELYDA Advisory Board (USA). Over the past 25+ years in the field, I have been encouraged by the growth of two movements–community schools and extended learning (in the U.S. also known as out-of-school time learning)–their natural intersection and the opportunities the post-pandemic years have created to more intentionally link schools,

STEM education emerged at the intersection of socioeconomic imperatives, pedagogical renewal, and international benchmarking. A persistent conceptual ambiguity has complicated the global adoption and quality assurance of STEM education. Central to this ambiguity is the fundamental distinction between interpreting STEM as a transformative approach to learning—a multi. /interdisciplinary framework fostering critical engagement—and treating it as a static model focused on the pr

By Bettina Dahl Søndergaard, UNESCO Center for Problem-Based Learning in Engineering and Science, Aalborg University & University of Bergen Why 21st Century Skills Are a Global Priority What should students learn today to thrive in tomorrow’s world? This question is at the heart of global education debates. While definitions of 21st Century Skills  vary, they consistently emphasize more than academic knowledge. Students must learn to think critically, solve complex problems,