Krishiv Thakuria, a 17-year-old student from Mississauga, co-created and helped teach two generative AI courses at MIT alongside Professor Manolis Kellis. Krishiv’s early interest in AI, sparked at age 13, led him to develop AI tutoring platforms and assistive AI tools for students with learning challenges, as well as intern and consult at major AI companies. At MIT, he worked with both high school peers and older professionals, receiving praise for his poise, clarity, and ability to make complex AI concepts accessible. Despite being one of the youngest contributors, his work was highly valued, and he plans to continue building his skills in both engineering and humanities at a rigorous university program after graduation.

The global K-12 STEM education market is projected to grow from $58.3 billion in 2024 to $125.2 billion by 2030, driven by the integration of technology, hands-on learning, and global partnerships. Digital tools like coding platforms, virtual labs, AR/VR, and robotics kits are making STEM subjects more engaging, while project-based learning and makerspaces foster collaboration, problem-solving, and innovation. Adoption is accelerating in North America, Europe, and Asia-Pacific, supported by government initiatives, public-private partnerships, and efforts to increase equity and access. This growth reflects the rising demand for future-ready skills, the expansion of EdTech, and strategic efforts to prepare students for high-skill, tech-driven careers.

Penn GSE has partnered with Digital Promise to launch a $26 million, four-year K-12 AI Infrastructure Program aimed at advancing safe, effective, and equitable AI use in schools. The initiative will fund openly shared datasets, models, benchmarks, and other digital public goods so educators, school districts, and developers can build AI tools grounded in learning science and reflective of diverse learners. Alongside partners such as Georgetown University and DrivenData, Penn GSE will help steward responsible governance and inclusive design of AI technologies for education. The program reinforces Penn GSE’s growing leadership in AI and education, including new degree programs, professional development for school leaders, and opportunities for public input to shape the future of AI in K-12 learning

In 2025, education systems focused on experimenting with AI to identify what truly improves learning, engagement, and outcomes for students and workers. Practical AI applications, such as supporting course design, teacher productivity, and structured student support, showed measurable value, while human factors like motivation, well-being, and connection remained central. Digital infrastructure was quietly strengthened, partnerships expanded, and skills-focused education gained prominence through industry-aligned credentials, apprenticeships, and competency frameworks. Looking ahead to 2026, institutions are shifting from experimentation to deliberate AI integration, prioritizing approaches that deliver instructional value, support workforce alignment, and ensure measurable outcomes.

New research from the World Economic Forum emphasizes that AI’s $15 trillion potential will only be realized if organizations focus on human-AI collaboration, not just technology adoption. Enterprise productivity gains remain inconsistent because many companies implement AI tools without embedding continuous learning and workflow redesign. The WEF’s DEEP framework, Diagnose, Embed, Evaluate, Prioritize, advocates integrating learning into daily work, using AI to provide personalized coaching, measure skills, and foster workforce adaptability. By closing the “learning gap,” companies can amplify human judgment, enhance creativity, and unlock substantial economic growth from AI augmentation.

Staff and union members at Carleton University held a “Keep Carleton Human” rally to demand protections against the use of AI in ways that could replace or reduce the roles of teaching assistants, research assistants, and contract instructors. The union, CUPE 4600, is seeking rules to prevent AI from grading, evaluating, or making hiring and disciplinary decisions, and to ensure employees are not forced to use AI in their work. While the university supports responsible AI use, it has so far resisted committing to specific protections, citing a lack of mandate from the Board of Governors. The rally aimed to pressure the university to negotiate clear policies that safeguard human roles and maintain the quality of education.

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