Global / Pan-international

From AI Promise To Capability: What L&D Teams Need To Close The Skills Gap [eBook Launch]

Want practical insights into workplace learning, key trends, and real research to guide your organization in building real capabilities? Check out this new guide from TalentLMS. This post was first published on eLearning Industry .

10 May 2026

Cloud Vs. On-Premise LMS: Which One Is Secretly Bleeding Your Budget?

Choosing the right LMS hosting model isn't just technical—it directly impacts your cost, scalability, control, and long-term effort. Cloud LMS offers speed, flexibility, and low maintenance, making it ideal for growing and remote teams. This post was first published on eLearning Industry .

10 May 2026

No more ‘just say no’ — Canadian schools will soon have a roadmap to address student substance use

The message to students used to be simple: “Just say no.” But in today’s schools, that message is not only outdated, it may be part of the problem. Across Canada, student substance use is a growing concern. According to the most recent national student survey , 15 per cent of students in Grades 7-12 reported vaping in the past month, and 18 per cent identified using multiple substances at the same time. Many Grade 7 students could not identify the health risks of substances they can easily access. Schools want to respond more effectively. But many are doing so without a clear roadmap. New standard based on evidence A new cross-Canada standard , to be officially launched soon, aims to change that. It sets out what evidence-informed substance use prevention, education and intervention should look like from kindergarten through Grade 12 (K-12). Rather than prescribing a single program, it provides a shared, evidence-informed framework, outlining the principles, practices and structures that are most likely to make a difference. And it’s designed to complement what provinces, territories and districts are already doing. But the standard on its own won’t change what happens in schools. Without system-level support, even the best guidance risks sitting on a shelf. Our national survey of more than 200 K–12 administrators highlights the gap. Nearly 90 per cent reported frequent student substance use challenges in schools, with vaping as the top concern. While almost two-thirds said they were willing to change their approach, far fewer felt they had the evidence, resources or support to do so effectively. Without clear alternatives, many schools default to familiar responses, particularly zero-tolerance policies that can lead to suspension or expulsion — approaches that can sever the very connections that help buffer young people from substance use harms in the first place. This isn’t a failing of individual educators. It’s a systems problem. The new standard responds to the realities young people are navigating today, including the proliferation of vaping, the legalization of cannabis and an increasingly toxic drug supply. Without shared guidance, current approaches vary widely, and many still rely on scare tactics and abstinence-only messaging, which decades of research show don’t have a lasting impact . The challenge extends beyond the classroom. Our analysis of nearly a decade of Canadian news coverage found that youth substance use is often framed as an individual problem, with young people portrayed as a threat to themselves. Missing from these narratives are the broader social and structural factors that shape their substance use. This framing makes it harder for schools to adopt approaches that are more supportive, and ultimately, more effective. How the new standard is different The new standard was developed through a national partnership between Wellstream: The Canadian Centre for Innovation in Child and Youth Mental Health and Substance Use at the University of British Columbia, the Canadian Centre on Substance Use and Addiction and the Canadian Association of School System Administrators . Physical Health and Education Canada and the Students Commission of Canada joined to support a robust implementation strategy. Educators, researchers, health professionals and Indigenous interest holders all contributed. Young people also helped shape this work from the beginning. Youth were part of the technical committee and student voices are embedded as a guiding principle. Research shows that youth-partnered approaches are more relevant, more effective and better aligned with real-world experiences. Different ages, different strategies At its core, the standard recognizes a simple but often overlooked reality: What works for a 10-year-old will not work for a 17-year-old. The new standard is organized around developmental stages and tiers of support. Rather than offering a one-size-fits-all program, it outlines what effective practice looks like in terms of prevention, education and intervention — from building foundational social-emotional skills in early grades to providing targeted supports for older students who are already using substances. The evidence is clear that effective approaches must evolve with development. Younger children benefit most from building personal competencies. Early adolescents respond to social norms approaches. Older adolescents require strategies focused on social influence and navigating life transitions. Our own overview of systematic reviews and meta-analysis confirmed that existing programs tend to produce only modest effects, partly because success is often defined too narrowly as abstinence. The new standard broadens this lens, emphasizing outcomes such as well-being, school connectedness and help-seeking. Read more: Vaping in schools: Ontario’s $30 million for surveillance and security won’t address student needs It also calls for a shift away from punitive responses. When a student is found vaping, suspension may remove the behaviour temporarily, but it doesn’t address the underlying issue and can push them further away from help. In fact, long-term research shows that practices such as exclusionary discipline and increased police presence in schools are associated with higher rates of substance use over time. Instead, the new standard emphasizes restorative approaches and support plans that prioritize health, safety and continued engagement in school. What schools need to make this work Even the strongest standard cannot succeed without the right conditions for implementation. Educators are already stretched thin . Without dedicated time, resources and training, this risks becoming another well-intentioned but underused initiative. Read more: Solving teacher shortages depends on coming together around shared aspirations for children To support implementation, the standard is accompanied by a self-assessment tool that helps schools identify where their existing practices align with the evidence and where there are opportunities to grow. Rather than functioning as an audit, it’s designed to support continuous improvement, allowing schools to set priorities based on their own context. But meaningful change will require new tools and investment: time for professional learning, dedicated staff roles and stronger partnerships between education and health systems. Supporting materials are in development to help bridge this gap. They include training resources, informational materials for school boards, families and students, a network of experienced practitioners and briefs showing how the standard connects to existing international, national and provincial frameworks. The message to students can no longer be reduced to “just say no.” Supporting young people today requires approaches that reflect the complexity of their lives — grounded in evidence, connection and care. Schools are ready to move beyond outdated responses. Now education systems must support them in doing so. Reg Klassen, executive director at Canadian Association of School System Administrators and Ryan Fahey, manager, programs and education, at Physical and Health Education Canada co-authored this story. This initiative was supported by funding from the Canadian Institutes for Health Research and the Canadian Centre on Substance Use and Addiction through its federal funding. The standard was developed under the management of CSA Group. Emily Jenkins receives funding from the Canadian Institutes of Health Research through their Canada Research Chairs program.

10 May 2026

Is an A still an A? The truth behind grade inflation

Recently, a spate of news coverage has raised concerns about grade inflation in schools across Canada . These concerns stem in part from policies stemming from the COVID-19 pandemic, when there was widespread cancellation of large-scale tests, freezing of grades during school closures and “compassionate” grading practices that accounted for students’ personal situations. Read more: What will happen to school grades during the coronavirus pandemic? Together, these changes led to a spike in average student grades and spurred ongoing worries about grade inflation. But these concerns aren’t new. Grades have been steadily rising in the United States and Canada for decades. Harvard University’s grade point average, for example, has risen almost every year since the 1950s. So just how serious is post-pandemic grade inflation? What is grade inflation? Grade inflation refers to the tendency for students to receive higher grades over time, on average. Put simply, work that might have been awarded an 85 per cent in 1990 might now receive 90 per cent. The implicit assumption is that this rise in grades is unearned and that student performance has not actually improved. If grades lose their signalling power — that is, if students, families, universities and employers cannot trust grades or no longer know what they mean — then selection, promotion and other important decisions get undermined. The facts behind grade inflation Most studies about grade inflation find that students’ average grades have increased steadily over time . Grade increases during the pandemic are also well-documented. For example, between 2019 and 2021, average grades for Grade 12 students in the Toronto District School Board increased six per cent . Between 2016 and 2021, the percentage of A-level students taking the ACT, a standardized test for U.S. college admissions, rose more than 13 per cent . Our search for published studies that document grade inflation in Canada since the pandemic did not yield any findings: there has been no concrete data from Canadian elementary or secondary schools on grades being inflated since 2021. Current conversations about grade inflation often zero in on the role of grades in college and university admissions because most post-secondary programs use students’ grades in the admissions process . As a CBC investigation of data from the Council of Ontario Universities has shown, entry averages for Grade 12 students have been rising for some time. Data from the council show that across 16 universities, the median entry grade rose from 81.4 per cent in 2006 to 88.2 per cent in 2021 . The Winnipeg Free Press reports that at the University of Manitoba, 40 per cent of high school students admitted in 2024 had a grade of at least 95 per cent . Post-secondary supply and demand But a rising admissions average is different than grade inflation in elementary and secondary school. Increases in university admission averages are a function of multiple factors, most directly supply and demand. Let’s take the Ontario data as an example. Between 2005 and 2022, the number of applications to Ontario’s universities rose 86.5 per cent. That’s 344,000 more applications. At the same time, the number of students who went on to register also rose, but only by 31.2 per cent. That means that even if average grades had stayed the same, students with lower grades were increasingly less likely to get admitted because they are competing with more applicants. Demand is outpacing supply. Avoiding difficult courses The current supply and demand issue has real consequences on students’ pressure to get higher grades in secondary school. Sixty-one per cent of American teenagers say they feel pressured to get good grades . That focus on grades increases student anxiety and makes students more likely to avoid difficult courses . Teachers and university instructors also report pressure to give good grades, especially when grades and graduation rates are used to evaluate performance. These pressures are longstanding — there has always been pressure on students to perform and on teachers to award high grades — but the increased competition for seats in post-secondary provides additional fodder for grade inflation. Providing additional provincial funding to increase spaces at universities and colleges could help address these pressures. Why have grades increased? There are multiple reasons grades increase. First, in almost every province, the share of people graduating high school has been increasing for years . More high school graduates means more passing grades, which typically results in higher average grades. And we want students to learn and achieve. On average, secondary school graduates live longer , earn more money and are less likely to be incarcerated . Shifts in assessment policies, teaching Second, teachers’ use of evidence-based teaching and assessment strategies is supporting better learning. Shifts in school assessment policies over the past 20 years help students better understand what the learning goals are and what success looks like. These also encourage feedback to close the gap between where students are and their learning goal. Assessment policies have also separated assessing learning skills and habits from assessing curriculum content knowledge. Manitoba’s assessment policy , for example, tells teachers to base grades on students’ actual achievement, not on things like effort, participation or attitude. Such policies acknowledge that docked marks or zeroes are sometimes needed for late or missing work, but caution that such practices may misrepresent student achievement. If grades and behaviour aren’t reported separately, it becomes difficult to know what a “B-” grade represents, for example. It may mean proficient achievement, or it may mean “C-level work with A-level effort,” “A-level work that’s late” or something else. Schools have also made evidence-based teaching advances, such as using differentiated instructional strategies and culturally responsive teaching . One expected result from these changes should be higher grades. Is an A still an A? The purpose of grades is to communicate student achievement . While that purpose is less important than the main purpose of assessment — to improve student learning — students, parents and other stakeholders still depend on grades to make decisions. Importantly, and contrary to many people’s understanding, teachers don’t grade on a bell curve . There is no limit to the number of As and the quality of learning it represents . In fact, having more students achieving higher grades is good, if the grades are warranted and accurately reflect what students know and are able to do. Should we be concerned? Even though the pandemic created a spike in grades, the lack of research since means we do not accurately know the current state of grade inflation or how grades may be assigned differently across different groups of students (for example, across family income, race or gender). Read more: Are ‘top scholar’ students really so remarkable — or are teachers inflating their grades? While grades are increasing, they continue to hold their signalling power. Grades can still be trusted alongside other measures to make important decisions. Even when grades rise, we shouldn’t assume that every rise is unearned or indefensible. The full picture is messier than that. The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

10 May 2026

Hot Off The Virtual Press: The Book Of Allenisms

Want to find out the 35+ principles that can help you elevate your eLearning design? Download The Book Of Allenisms for key insights from seasoned industry pros. This post was first published on eLearning Industry .

9 May 2026

The Future Of Corporate Learning: Data, AI, And Adaptive Experiences

Corporate learning is shifting to data-driven, AI-powered models that personalize training, improve engagement, and prepare employees for future skills. This post was first published on eLearning Industry .

9 May 2026

A Big ISC Rehaul… and 50% Off Premium

It’s been a big few months behind the scenes at ISC. We’ve rebuilt the platform, expanded the data, and launched features that genuinely change how international school teachers research schools, cities, and job opportunities. To celebrate, we’re offering 50% off all premium memberships . Use this code at checkout : ISCA50PER Why Now Is the Best Time to Go Premium ISC is no longer just a review site. It’s becoming a powerful research tool built specifically for international educators who want real insight before making big career decisions. The biggest addition is Isca, our new AI assistant. Meet Isca Isca is the newest and most unique feature in the international school space. No other review site or recruitment platform offers anything like it. With premium access, you get unlimited chats with Isca. You can ask about: school culture and leadership salaries, benefits, and savings potential interview experiences common challenges and red flags city lifestyle, cost of living, and travel even whether a school has active job vacancies listed on ISC Isca is built on the knowledge of the ISC community. It has been trained on over 54,800 member-submitted comments, meaning it can give you answers based on real teacher experiences—not marketing material. 54,800+ Real Teacher Comments The strength of ISC has always been the community. We now have over 54,800 comments submitted by international teachers. What makes this especially valuable is depth. Nearly 200 international school profiles now have over 100 comments each. That means you’re not just seeing a snapshot—you’re seeing how schools evolve over time. You can track changes in leadership, shifts in workload, and long-term patterns that would be impossible to understand from a handful of reviews. Compare Schools with Clarity The Compare Schools page lets you evaluate schools side by side: Compare salary, housing, and health benefits See workload, savings potential, and staff morale View key differences instantly in one place Make more confident decisions without second-guessing Find What Matters Faster The Comment Search page helps you get straight to the information you need: Search specific topics across thousands of reviews Quickly find insights on housing, visas, leadership, and workload Skip endless scrolling and go straight to relevant comments Save time while getting deeper, more targeted insights Job Vacancies, Connected to Insight The Job Vacancies page gives you more than just listings: View current job openings on ISC Research schools before applying Use Isca to ask questions about schools that are hiring Get real context on roles, benefits, and experiences New City Pages A new way to research entire cities, not just schools: See all city-related comments in one place (here is the new page for Kuala Lumpur , Shanghai , Bangkok , etc…) Combine insights from multiple schools in the same location Understand the cost of living, lifestyle, and overall experience A Completely New Design ISC has been fully redesigned for a better experience: Faster and smoother navigation Cleaner, more modern layout Optimized for both desktop and mobile Easy to use, whether you’re at home or on the go 50% Off Premium Memberships To mark this upgrade, we’re offering 50% off premium memberships. Use code: ISCA50PER on the subscription page . If you’re serious about choosing the right school, understanding the full offer, and avoiding costly mistakes, ISC Premium gives you a real advantage. Go explore, ask Isca your toughest question, and see what you’ve been missing! Ron Founder, International School Community The post A Big ISC Rehaul… and 50% Off Premium appeared first on International School Community .

9 May 2026

eLearning Industry's Guest Author Article Showcase [April 2026]

Want to know which were eLearning Industry's favorite reads from April? Check out our new Guest Author Article Showcase. This post was first published on eLearning Industry .

8 May 2026

Training Channel Partners On Complex Commission Structures: Most Onboarding Programs Get It Wrong

Most partner training programs skip commission education entirely. Here's a framework for building commission literacy into channel partner enablement. This post was first published on eLearning Industry .

8 May 2026

South Korea in post-study visa push amid shift towards quality

South Korea’s Ministry of Justice has adopted eight new visa-related proposals aimed at easing workforce shortages and attracting more international students and professionals, while also launching a broader rethink of the country’s international student visa system. The ministry said the reforms come as South Korea entered the “300,000 international student era”, with official data showing 314,397 international students as of February 2026, Meanwhile, the adopted measures include eased D-4 trainee visa requirements, expanded post-study pathways for overseas graduates and a new “gap year” route for OECD high school graduates. At the same time, the ministry has launched a new public-private consultative body to redesign Korea’s international student visa framework, with final recommendations expected in August ahead of policy discussions in November. The Justice Ministry will continue to listen to voices from the field so that immigration and visa policies can respond to changes in Korea’s industrial and demographic structure and help revitalise local economies Jung Sung-ho, Korean justice minister In its announcement, the ministry acknowledged that previous international student policy had focused too heavily on expanding numbers, with insufficient attention paid to improving student quality and integration outcomes. “Until now, international student policy has focused heavily on expanding scale (300,000 students), while discussion around improving student quality remained insufficient,” the ministry said in a statement translated by The PIE News . The ministry added that the new direction would combine “strategic quality management” with “expanded post-graduation opportunities”, while creating a “growth ladder visa system” allowing international students to move more smoothly from study to employment and long-term settlement in Korea. “The Ministry of Justice will continue to listen to voices from the field so that immigration and visa policies can respond to changes in Korea’s industrial and demographic structure and help revitalise local economies,” said justice minister Jung Sung-ho. The latest reforms come nearly a month after The PIE reported growing concerns around sustainability and post-study outcomes following Korea’s rapid rise in international student numbers. Kyuseok Kim, director of IES Abroad’s Seoul centre, told The PIE that the ministry’s latest measures appeared to reflect a more balanced direction for Korea’s internationalisation strategy. “The ministry’s own documents explicitly acknowledge that Korea’s international student policy has been too focused on reaching 300,000 students, while quality, academic readiness and post-graduation integration have received insufficient attention,” stated Kim. He said some narrower administrative measures could begin this year, particularly pilot or limited reforms, though broader student-related changes would likely move more gradually through the ministry’s ongoing consultation process. “The key checks should include pilot quotas, clear eligibility criteria, labour-market and wage safeguards, institutional accountability, Korean-language and student-support capacity, and transparent publication of outcomes before any expansion,” he added. Kim said the measures were “a step in the right direction” because they begin linking visas more closely to employability, language capacity and post-study outcomes rather than treating international students “only as a numerical enrolment target”. However, he cautioned that structural concerns around over-recruitment and integration still remain.“To address over-recruitment, Korea will need stronger public indicators on retention, completion, language progression, employment outcomes, regional absorptive capacity, student welfare and agency practices,” he said. Jee Suk (Jay) Kang, director of academic relations at Pulley Campus by Freewheelin, said the latest reforms appeared more targeted than previous vocational high school recruitment proposals, with many of the measures applying only to specific cases or institutions. “These eight policy changes are mostly very specific for certain cases,” said Kang, adding that the adopted measures formed only part of a wider set of 20 proposals currently under discussion and that “it might be more interesting to check what those not-selected 12 proposals were”. Among the most notable education-related changes is the easing of work experience and Korean-language requirements for students enrolling in Sura Academy programs, an Agriculture Ministry-backed initiative designed to train international students in Korean cuisine. The ministry has also expanded visa pathways for international graduates by extending professional (E-7) and job-seeking (D-10) visa benefits to graduates from five Education Ministry-certified overseas universities. Meanwhile, high school graduates from OECD countries will be able to spend a “gap year” in Korea under an exchange student visa arrangement. A well-supported gap-year model could convert cultural interest into longer-term educational engagement, including future semester study abroad, degree mobility or graduate study in Korea Kyuseok Kim, director of IES Abroad Kim described the proposal as potentially significant if implemented carefully. “Korea already has strong cultural visibility among younger students, but many in OECD countries do not yet understand Korea as a serious academic destination,” he said. “A well-supported gap-year model could convert cultural interest into longer-term educational engagement, including future semester study abroad, degree mobility or graduate study in Korea.” The wider package of reforms also includes extending Jeju Island’s “workcation” stay period from 30 to 90 days for eligible international nationals and adding mold technicians to occupations eligible for the E-7-3 skilled worker visa in response to manufacturing labour shortages. The post South Korea in post-study visa push amid shift towards quality appeared first on The PIE News .

8 May 2026

Tunnel Vision, Consolidated Truth, And The Illusion Of Learning

AI creates tunnel vision and consolidates truth, while L&D reinforces completion over capability—driving faster decisions but weaker judgment unless organizations build true AI literacy. This post was first published on eLearning Industry .

8 May 2026

From volume to value: rethinking international recruitment strategy

At this year’s International Higher Education Forum (IHEF) , much of the discussion focused on the pressures facing international student recruitment: slowing demand in key markets, rising competition from established and emerging destinations, and a more volatile and politicised policy environment in the UK. But focussing too heavily on external pressures risks hiding solutions that remain within institutions’ control. The more immediate challenge lies closer to home: how universities understand cost, price their offer and define value. The volume illusion For many institutions, the default position has been to push for more volume – more students to meet higher income targets. That instinct increasingly rests on a simple assumption that more students automatically translate into more value. But that assumption is now breaking down. The cost of recruiting international students has risen significantly in recent years: agent commission, marketing spend and in-market operations are all increasing, eroding the margin that additional student volume is supposed to deliver. In some cases, universities are now paying a third or more of total tuition fee income just in commission, before accounting for other recruitment costs, and before the costs of teaching and supporting those students. The result is predictable: net revenue per student is under pressure. In some cases, once costs are fully accounted for, institutions are left with less per international student than they receive from domestic students, a level university leaders already argue is insufficient. So we have reached a point where more volume does not necessarily mean more value. In fact in some cases, institutions are scaling activity that is only marginally profitable – or worse. The problem isn’t recruiters – it’s the system It is important to say that this is not a failure of recruitment teams. If anything, the opposite is true. Many teams are operating under a set of deeply conflicting signals: volume targets that continue to rise; pressure to discount through scholarships to remain competitive; competition on agent commission to secure pipeline; and expectations from senior leadership around margin, quality, diversification and ‘responsible recruitment’. These objectives are not inherently incompatible, but they are rarely aligned in practice. The result is a familiar pattern: a race to the bottom on in-year discounts; a race to the top on commission; and no clear framework for managing the trade-offs between them. The result is a familiar pattern: a race to the bottom on in-year discounts; a race to the top on commission; and no clear framework for managing the trade-offs between them The cost of acquisition problem At the heart of this issue is a more fundamental weakness: a lack of clarity about cost. Across the institutions I have worked with in recent years, three patterns are common: no single, integrated view of cost of acquisition; limited attribution of costs by market or recruitment channel; pricing decisions made without a clear understanding of the underlying cost base. Even where data exists, it is often fragmented across functions: marketing spend that is difficult to link to specific outcomes; uncoordinated scholarship budgets spread across central and academic units; staffing deployed on fixed regional plans; commission structures locked into contracts and only visible after enrolment In short, costs are rarely integrated, coordinated or actively managed. And this has a direct consequence: if you do not understand your cost of acquisition, you do not have a strategy but rather a series of activities. The illusion of pricing complexity If cost is poorly understood, it is unsurprising that pricing is underdeveloped. Despite the apparent complexity of international portfolios, most universities operate with a relatively small number of fee points across hundreds of programs. Yet pricing is still typically set through an annual committee routine: benchmarking against last year’s competitors; applying an inflationary uplift; and rolling that forward across the portfolio. This approach assumes: stable demand, stable competition and consistent perceptions of value. None of which now hold. As a result, pricing is often: weakly linked to demand; disconnected from cost of acquisition; and insufficiently aligned to institutional strategy. In other words, we behave as pricing complex but in practice use it as blunt instrument. The levy as a forcing function The introduction of a levy on international students in England adds a new dimension to this discussion but it does not fundamentally change it. Instead, it makes the issues harder to ignore. By attaching an explicit additional cost to each international student, the levy forces institutions to think more carefully about net revenue after costs. And once institutions start thinking in those terms, the need to align pricing, cost of acquisition and recruitment strategy becomes much more immediate. From volume to value So where does this leave us? The challenges facing international recruitment are real. But responding to them through ever-increasing volume is unlikely to provide a sustainable solution. Instead, institutions need to make a more fundamental shift: from volume-driven recruitment to value-driven strategy. This means: treating cost of acquisition as a core management metric, not a by-product; using pricing deliberately to achieve strategic priorities, not as an annual benchmarking exercise; making explicit trade-offs between volume, margin, diversity and quality; aligning financial, academic and recruitment objectives around a shared definition of value. Without that shift, institutions risk continuing to chase volume in ways that do not deliver value or sustainability. Universities cannot control demand, policy or competition, but they can control how they price, manage cost and define value. The post From volume to value: rethinking international recruitment strategy appeared first on The PIE News .

8 May 2026

Case Study Examples For Sales And Marketing: Crafting Stories That Close Deals

Clients don't sign deals simply because they like your product. They mainly jump on your ship because they trust you can help them achieve their goals. Case studies play a huge role in showcasing your company's value and reliability. You just have to learn how to use them correctly to drive revenue. This post was first published on eLearning Industry .

8 May 2026

Black, Hispanic, female and low-income elementary students are less likely to be identified with autism

Understanding whether different groups of kids are more likely to be identified as having autism can help ensure that all students have equal access to the appropriate services at school. Adrian Vidal/iStock/Getty Images Plus Students who are Black, Hispanic, female, from low-income families or multilingual learners are less likely to be identified with autism in U.S. elementary schools than their white, male, higher-income or English-speaking peers. This finding comes from our new research , published in April 2026 in the academic journal Autism. These disparities appear even among students who have similar levels of academic achievement and who are attending the same schools. Our research shows there are big and recurring gaps in whether students are identified with having autism while they attend U.S. elementary schools . In both 2003 and 2019, for example, fourth grade female students were about 80% less likely to be identified with autism, as compared to similarly situated boys. We found that for every 10 boys identified with autism, only about two girls in a comparable situation – including those displaying similar levels of reading achievement and attending the same schools – were identified. We analyzed data repeatedly collected from 2003 to 2022, using large, nationally representative samples of about 160,000 fourth grade students participating in the National Assessment of Educational Progress . We specifically looked at data that included student academic achievement. This approach let us consider potential bias in how a student’s disability is identified. Why it matters Understanding these disparities in U.S. elementary schools is important to help ensure that all students with disabilities have equal access to appropriate services and supports. Schools are one of the most common places that provide disability services to children and adolescents. This includes students who have autism . Some research finds that teachers are more understanding of a student’s classroom struggles when informed that the student has autism. School-based special education services, such as speech therapy, often benefit students with disabilities , including those of color . Student will not receive these services without an identified disabilty. For example, recent analyses of public data from Massachusetts, Indiana and Connecticut compared the achievement trajectories of the same students before and after they received special education services. The students did better in both reading and mathematics when they received special education services. Students with disabilities are also more likely to graduate from high school and attend college if they receive special education services. Children with autism who are identified and receive supportive services at school are more likely to do well academically. DrAfter123/iStock Illustrations What still isn’t known We do not know whether these disparities in autism identification are occurring in other elementary grades, at least based on the National Assessment of Educational Progress data. In another of our recent analyses , though, we did observed racial disparities in autism identification across elementary grades. Some other research suggests that students of color and girls experience significant delays in receiving autism diagnoses. Our analysis is based on students who completed the National Assessment of Educational Progress reading test. Students with severe autism and higher support needs who were unable to complete these assessments, even with accommodations, were not included in our analysis. Future studies could examine whether sociodemographic disparities in autism identification are occurring in U.S. middle and high schools as well for students with significant impairments. What’s next Our additional preliminary analysis indicates there are other types of disparities at play. For example, we are finding that Black and Hispanic girls, low-income Black students and multilingual learners who are white or Hispanic are especially unlikely to be identified as having autism. We are also exploring whether some of these disparities have grown, or otherwise changed, following recent increases in autism prevalence rates , including for students of color and girls. The Research Brief is a short take on interesting academic work. Paul L. Morgan received funding from the U.S. Department of Education's Institute of Education Sciences to support these analyses. Opinions expressed here are those of the author and do not represent the view of the U.S. Department of Education.

8 May 2026

Teens aren’t as disengaged as you may think: What adults get wrong about adolescents’ civic contributions

Teens contribute in ways that go far beyond organized volunteering. Maskot/DigitalVision via Getty Images A teenager scrolls through their phone at the dinner table, barely looks up and answers questions with one-word replies. For many adults, that image has come to stand for a larger fear: that today’s young people are disconnected from others and may be uninterested in the world around them. Concerns about declining civic participation often deepen that worry. As researchers who study adolescent development , we believe this picture is incomplete. Adults help shape the environments in which young people learn to contribute, or learn not to. In worrying that young people are disengaged from participating in civic society, adults may overlook both their own role in fostering engagement and the many ways young people are already contributing. Youth civic and community engagement matters because it helps build skills, relationships and habits of participation that carry into adulthood. How do teens actually express their care for the world around them, and what helps them to do so? What does engagement really look like? When adults talk about “engaged” teens, they often picture a narrow set of activities: volunteering, joining clubs, leading student government, maybe attending a rally or organizing a fundraiser. Those forms of contribution to society matter. But they are not the whole story. In two recent studies, we surveyed 723 American adolescents, with an average age of 15, to understand what predicts whether teens will contribute to society and what their contribution looks like. In the first study, we identified four distinct patterns : Some teens were generally less engaged; this group represented 21% of our sample. Another 19% we called “Digital Advocates,” highly active online but less involved in face-to-face settings. A third group, 33% of our sample, we termed “Local Helpers,” more engaged in interpersonal and community-based helping. “Contributors” were our fourth profile type, making up 26% of our sample; they reported high engagement across all domains. Our finding pushes back against a common adult assumption that “real” engagement has to look a certain way. It doesn’t. A teen sharing information online about where local families can access food assistance and a teen quietly checking in on a struggling friend are both contributing – just differently. Digital participation is not automatically shallow; for many young people, online spaces are where they learn about issues, form opinions and connect with others who share their concerns. Crucially, these profiles were shaped less by demographics – age, gender or race and ethnicity – and more by whether our teen respondents had the personal and contextual supports that helped them act on what they cared about. What supports adolescent contribution? In our second study, we found that more-engaged young people reported higher levels of hope, purpose and critical consciousness , which together help explain why some adolescents are more likely to act on what they care about. Hope is the sense that the future can be better and that you can help make it better. Purpose is a stable sense of direction . Critical consciousness is a teen’s ability to notice and think critically about the social dynamics around them. We were especially interested to see that purpose mattered not only when it was self-focused – wanting to succeed, build a career and so on – but also when it extended beyond the self, such as wanting to help others or contribute to something larger than one’s own interests. That may sound obvious, but it has real implications. Adults often tell teens to “get involved” without helping them connect that involvement to a meaningful why. Our findings suggest young people are more likely to contribute when they feel hopeful about the future and when they see their lives as connected to others. What adults can do To help young people make a difference, first broaden your definition of contribution. The teenager organizing a school drive, the one helping a neighbor and the one making informative videos about a community issue are all contributing in real ways. Notice these efforts and support them in their chosen contribution. You can also support adolescents in building the traits that make it easier for them to get involved and make a difference: Help young people develop a sense of purpose that goes beyond themselves. Ask questions like: What do you care about? What kind of difference do you want to make? Purpose-driven engagement tends to be more durable than participation that’s driven by obligation. Nurture hope. Young people are less likely to act when they feel that nothing will change . Adults can support hope by helping teens see realistic pathways for success and giving them opportunities to speak up or solve real problems in their schools and communities. Make space for critical consciousness. After-school programs, classrooms and youth groups can create environments where conversations about social issues are taken seriously and connected to real action. Young people need chances to talk about the world they see – and the world they want. Teens often make a difference in ways that reflect both what they care about and how they are beginning to understand the world around them. Contributing is about more than just involvement in civic institutions; it can also look like helping a neighbor, speaking up for others or creating social media content that raises awareness about an issue. Instead of expecting teens to be checked out, caring adults can help them develop the skills and resources to contribute in any and all of these meaningful ways. The authors do not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

8 May 2026

Jacqui Smith: UK universities must prove local value

Skills minister warns universities against prioritising cashflow and “bums on seats” over quality as local communities question role of HE Danger of worsening reputation amid current political climate, with anti-immigration Reform party expected to make sweeping gains in local elections Smith vows IHEF to take complaints over lack of transparency from UKVI forward amid high visa refusal rates and upcoming crackdown on university compliance Amid waning public trust in higher education and continued political scrutiny of immigration, universities must do more to communicate their value at the local level, sector leaders have warned. Baroness Smith urged attendees of the International Higher Education Forum ( IHEF ) to demonstrate their anchor position within communities, reach out as good neighbours, and show how they contribute to UK growth both regionally and nationally. “We must be careful that we don’t do things – in parts of the sector – that frankly look as if the priority is money and bums on seats rather than quality, because that undermines the message that this is actually beneficial both internationally and to UK universities.” She added the sector must tell its own story about the “scope, influence and openness” of higher education to mitigate current scepticism, which “if we’re not careful given the political climate, will develop further in the coming years”, she warned. The comments come amid growing global debates about universities’ ‘ social licence ’ – the extent to which they are trusted and perceived as delivering public good. They were made on the eve of England’s local elections, where substantial gains by the right-wing Reform party are being hailed as “historic shifts”. Baroness Smith reiterated the Labour government’s support for the sector, vowing it is a “fundamental part of who we are as a country to have a strong higher education system”. While acknowledging “disagreements” between the sector and government, “we are absolutely partners with you”, she assured delegates. Despite consistently supportive government rhetoric, a stream of recent policy changes seeking to tighten university compliance, shorten post-study work opportunities and reduce overall net migration have increased tensions with the sector. We must be careful that we don’t do things – in parts of the sector – that frankly look as if the priority is money and bums on seats rather than quality Baroness Jacqui Smith, Department of Education Baroness Smith said such measures sought to achieve both Labour’s manifesto commitment of reducing net migration while also maintaining the UK’s globally competitive offer to international students. “The world renown of UK higher education is both a badge of pride and a responsibility for the sector to uphold.” “That, of course, means not allowing lower standards of entry to open a back door route around the immigration system, undermining the legitimacy and scholarship of the vast majority of international students.” She said the incoming international student levy for English universities made a “direct link” between the economic benefit of international students and funding to enable maintenance grants for “our most disadvantaged domestic students”. “There’s no point being internationally and nationally recognised as an enormously important asset if local people cannot access it.” Elsewhere in the conference, conversations were dominated by the forthcoming tightened BCA metrics from the Home Office, which will set new compliance standards for university recruitment, due to be implemented on June 1, 2026. Let me be clear, whether in Europe or further afield, we want the UK’s offer to be globally competitive and also aligned with our immigration and skills priorities Baroness Jacqui Smith, Department of Education Baroness Smith, who is part of the department of education, said she “honestly heard” sector complaints about lack of information sharing and transparency from UKVI, and that the department would also take these onboard. She emphasised the value that both her and Bridget Phillipson, the secretary of state for education, place on international students and the “understanding and relationship building that only comes from that opportunity to live and learn alongside one another the way students can”. “I know the sector worries about whether the whole government shares this view, particularly down the road in the Home Office… let me be clear, whether in Europe or further afield, we want the UK’s offer to be globally competitive and also aligned with our immigration and skills priorities.” The post Jacqui Smith: UK universities must prove local value appeared first on The PIE News .

8 May 2026

Arts University Plymouth: For the designers & makers of tomorrow

8 May 2026

30 years on: advancing ELT standards through Malta’s new monitoring framework

Malta is often perceived as a lifestyle destination. How do you respond to the idea that students come more for the experience than for serious study? This is a perception we are very aware of, and in many ways it is understandable. Malta is an attractive destination, and that is part of its strength. But what is often overlooked is what sits behind that appeal. Malta is not just a place where English is taught. It is one of the very few countries in the world where English language teaching is formally regulated by law. That is a fundamental distinction. In many destinations, quality is driven by voluntary accreditation or market forces. In Malta, it is embedded within a national legislative and regulatory framework. We license schools, regulate teachers, set standards, and monitor the sector as part of our function within the Ministry for Education. So while students may initially be drawn to Malta for its environment, what defines us as a destination is the consistency, structure and accountability behind the learning experience. For those unfamiliar with the ELT Council, how would you describe your role? We are often asked this, precisely because our model is not typical. We are not an accreditation body, and we are not an industry association. The ELT Council forms part of the Ministry for Education, and our role is to regulate the English language teaching sector at a national level. That means we oversee licensing, teacher permits, compliance, standards, and the overall quality of provision across the industry. In essence, we sit across the entire sector. We are responsible not only for ensuring that schools meet the required standards, but also for safeguarding the reputation of Malta as a serious and credible ELT destination. This level of oversight is quite rare internationally, and it allows us to approach quality not as an optional benchmark, but as a shared responsibility across the entire system. What makes Malta’s approach to regulation different from other ELT destinations? This year is particularly significant, as it marks 30 years since Malta enacted the world’s first national legislation regulating English language teaching – an achievement that still shapes the way quality and standards are embedded across the sector. What sets Malta apart is that regulation is not fragmented or optional. It is centralised, legal, and comprehensive. We do not look at quality in isolation. We look at the entire student journey – from teaching and academic systems to student welfare, safeguarding, and the broader experience. With the introduction of our new Monitoring Visits framework, we have strengthened this even further. This is not a traditional inspection model. It is a structured, three-phase process that combines: pre-visit digital evidence, on-site academic and operational verification, and a formal review and reporting stage that drives improvement. We are looking not only at whether systems exist, but whether they are working in practice, in classrooms, in management processes, and in the student experience. It is about moving from compliance as a checklist to quality as something that is lived, observed, and continuously developed. Quality is not something we check at the end of a process; it is a culture that lives within the system, shaping every aspect of the student experience. What was the thinking behind the new Monitoring Visits policy? The Monitoring Visits framework is, in many ways, a reflection of how we see the future of the sector. We wanted to move beyond a static view of quality and towards something more dynamic – something that supports schools while also holding them to clear and consistent standards. The framework allows us to look deeply into key areas such as teaching quality, teacher development, academic administration, learner feedback, student welfare, safeguarding, and even sustainability. It also ensures that this is not a one-off exercise. Each school is reviewed on a regular cycle, and the findings feed directly into ongoing improvement. So the intention is twofold: to verify standards, but also to strengthen them. It creates a level of transparency and consistency that benefits not only the regulator, but the schools, the agents, and most importantly, the students. What message would you like to send to agents, parents and students considering Malta? In an ever-changing world, marked by volatility, shifting educational landscapes and wider geopolitical uncertainty, assurance matters deeply. Agents should not be expected to take risks when deciding where to send students. Parents want the peace of mind that their children will be studying in an environment that is safe, well-regulated and genuinely committed to quality. And learners themselves want more than a pleasant destination. Yes, Malta offers sun, sea and a rich mediterranean experience, but students come here to learn English and that carries profound meaning Yes, Malta offers sun, sea and a rich mediterranean experience, but students come here to learn English and that carries profound meaning. English is often far more than a language. It is the key to university, to career opportunities, to confidence, to mobility, and to a different future. In that sense, students are not simply choosing a course; they are investing in possibility. Because whenever someone chooses Malta, they are placing trust on behalf of their students and that trust should be met with the assurance that the experience is not left to chance, but supported by a system that delivers consistently. About the author: Sue Falzon is the CEO of the ELT Council Malta, a role she has held since 2009, leading the regulation and development of the English language teaching sector nationally. With over 28 years of experience in management, she has built her career across the tourism and education sectors. She holds a Master’s degree in Youth and Community Work and is a warranted psychotherapist, bringing a strong people-centred perspective to her leadership. Passionate about tourism, education and quality, her role allows her to bring these areas together in shaping and strengthening Malta’s ELT sector. The post 30 years on: advancing ELT standards through Malta’s new monitoring framework appeared first on The PIE News .

8 May 2026

Goldsmiths, University of London: Shift your perspective, elevate your career path

At some point, your career stops moving forward on its own, and that’s usually the moment you realise doing more of the same won’t cut it. Whether you’re chasing a promotion, switching industries, or deepening your expertise, the next step demands a different kind of thinking. That’s exactly what a postgraduate degree at Goldsmiths, University of London is built for: putting you in rooms where your assumptions are challenged and your outlook fundamentally shifts. Sharon Huang , Class of 2025, knows that shift firsthand. A graduate of the MA Photography Practice , she describes her postgraduate experience as transformative. “Our weekly group critiques bring diverse perspectives together, with classmates from different cultural backgrounds offering fresh interpretations of photographic elements I hadn’t considered,” she says. “This programme constantly challenges me to think differently and take risks I wouldn’t have dared to before.” That stretch is intentional. Ranked among the top 10 universities in London by The Complete University Guide League Tables 2025, Goldsmiths has built its reputation on a genuinely different approach to higher education – one that becomes even more pronounced at the postgraduate level. Rather than slotting you into a rigid academic framework, Goldsmiths encourages you to draw connections across disciplines, challenge established thinking and develop a view that is distinctly your own. Here, academic rigour and creative inquiry are expected to work together. At Goldsmiths, University of London, you’ll gain employability skills and a creative mindset to stand out in your career. Source: Goldsmiths, University of London That philosophy shows up in how research and practice are integrated into teaching across the institution. Whether you are pursuing postgraduate programmes in arts, media, social sciences, or the humanities, you are pushed to engage critically with your subject from the very start. Programmes are also structured to give students real flexibility, with modules that can be shaped around individual research directions and interests – a quality that Zi Jiao , who studied MA Contemporary Art Theory at Goldsmiths, describes as one of the things she valued most. “The well-curated modules in my degree programme cover a vast range of theoretical fields/clusters, which can be customised to suit our particular research directions and needs,” she says. “Moreover, the materials being examined and discussed in each module are also quite diverse and heterogeneous, which have helped me a great deal in calibrating, perspectivising, and structuring my own research project.” The result, across disciplines, is a learning experience that prepares graduates to contribute to their fields rather. The quality of that offer is reflected in Goldsmiths’ global standing. In the QS World University Rankings by Subject 2026 , four of its subjects rank in the world’s top 50: Communication and Media Studies ranked 18th, Art and Design ranked 26th, and Performing Arts and History of Art also featured in the top 50. Those rankings are backed by research that shapes real conversations. Nearly four-fifths of Goldsmiths’s research has been rated world-leading or internationally excellent by the Research Excellence Framework 2021, meaning the academics teaching you are actively advancing the fields you’re studying. Fernando Pili Jr , an MA Designing Education student, felt that ambition extended to him personally. “Studying at Goldsmiths made me want more as a person and a professional,” he says. “Whatever I have gained as knowledge, skill, or experience here must be taken into the world for humanity.” The postgraduate programmes at Goldsmiths, University of London, inspire boundary-pushing ideas, shaping graduates who lead global sociocultural change. Source: Goldsmiths, University of London Where you study shapes what you take away, and studying in London means you’re studying inside one of the most consequential cities on the planet. London ranks first in the QS Best Student Cities 2025 , a recognition that reflects the sheer density of opportunity available to students there. If you’re studying media, the industry is on your doorstep. If you’re in the arts, you’re surrounded by some of the world’s most active galleries, studios, and commissioning bodies. Social science students find a city of genuine complexity to engage with. Goldsmiths itself sits in New Cross, in southeast London, a neighbourhood with deep creative roots. The energy outside the classroom feeds directly into the conversations inside it. Students arrive from over 130 countries , and that diversity shows up in how ideas are debated and built upon. “The classmates from miscellaneous backgrounds always bring in refreshing ideas and recommendations and strike up stimulating discussions,” Jiao says. “I felt more driven and cogitative each time after a seminar session.” It’s that combination – a city alive with possibility, a campus rooted in creative culture, and a community that pushes you to think differently – that makes the Goldsmiths postgraduate experience genuinely hard to replicate anywhere else. “No matter who you are, where you came from and what your lifestyle is, Goldsmiths and London will be a perfect fit for you,” Pili says. Learn more about Goldsmiths, University of London. Follow Goldsmiths, University of London on Instagram , X , LinkedIn , TikTok , and YouTube

8 May 2026

SOAS University of London: Rethinking law for a changing world

There are many good law schools in the UK. There are even more brilliant minds teaching and advancing the field. But what sets a Master of Laws (LLM) at SOAS University of London apart is its focus on the Global South. Unique and unabashedly so, this is a programme that looks into the legal systems and legal challenges of Asia, Africa and the Middle East in particular. Can the laws of South Asia protect the right to water amid the climate crisis? How are individuals in various parts of the world contesting state narratives through legal means? Do UN Security Council sanctions reflect international law, or merely the interests of the world’s most powerful states? These are the kinds of questions that SOAS researchers and professors are asking. They are urgent and consequential, especially to the most vulnerable communities in the developing world. “The College of Law stands alone in the UK for its distinctive global focus and commitment to preparing future lawyers and scholars to think critically about today’s most urgent challenges,” says Professor Eddie Bruce-Jones , Dean of the College of Law. ” The College of Law at SOAS University of London is the UK’s only law school dedicated to the legal systems of the developing world, with strengths in human rights, international law, environmental law, and trade. Source: SOAS University of London SOAS ranks 17th in the UK for Law and 11th for Academic Reputation nationally in the QS World University Rankings 2026, with its School of Law ranking sixth for both Research Quality and Research Excellence in the Complete University Guide Subject League Tables 2026. Plus, its research output was rated first in the UK in the Research Excellence Framework (REF) 2021. These are respectable rankings that the LLM curriculum lives up to. Courses give a broad, multidimensional understanding of the discipline with one clear goal: preparing students to tackle complex legal challenges across social justice, environmental issues, international law, and beyond. Depending on the modules you choose, you will graduate with a general LLM or follow one of six specialist pathways: Human Rights, Conflict and Justice , Environmental Law and Sustainable Development , International Commercial and Economic Law , International Law , Islamic Law , or Law and Gender . Each pathway is designed to let you forge your own path towards civic impact. You can build a unique skill set tailored to your chosen career and the causes you care most about, drawing from a wide range of courses, including comparative law, international criminal law, law and development, and dispute resolution. These can be combined with optional courses in languages, cultures, arts, humanities, politics, economics, finance, and more. You will then complete the LLM by undertaking a dissertation, developing an extended research project on a topic entirely of your choosing. Earning a degree here is a genuinely bespoke, community-oriented experience – one where you will be an active participant in your education, engaging with the world’s most pressing challenges in real time. Clinical programmes , including a specialised international human rights clinic and an environmental law and justice clinic, lets you work directly with advocacy groups and communities across Asia, Africa, and the Middle East. That immersion extends to the field as well, with all postgraduate students able to take part in Study Tours; this year’s destinations include New Delhi, Lahore, Seoul, Luang Prabang, Almaty, Bishkek, Kigali, Johannesburg, and Doha. The College of Law is SOAS University of London’s largest college and offers unrivalled UK coverage of Asia, Africa, and the Middle East. Source: SOAS University of London Guiding you through it all is a faculty unlike any other. SOAS professors are thought leaders and practising lawyers drawn from many disciplines, many of whom have spent substantial time in the regions the college studies. That lived experience informs their teaching in ways that textbooks simply can’t. Add centres such as the Centre for Development, Environment and Policy , the Centre for Palestine Studies , the Centre for Law in Asia , and the Centre for Islamic and Middle Eastern Law and you get more avenues for specialised research and meaningful networking. Whether the focus is on the nuances of legal systems or the complexities of human societies, the perspectives you will encounter here offer a rare lens for understanding the Global South. Some of those insights will stay with you long after the class ends. Professor Fareda Banda , who has keynoted at the World Bank on their gender policy, Professor Lynn Welchman, who recently served on the UN Commission of Inquiry on Syria, and Dr. Nimer Sultany , a leading expert on Israel’s war on Gaza, are just a few of the luminaries shaping your academic journey. Their influence is felt throughout SOAS. “Studying a Masters of Law at SOAS, you will develop a strong understanding of socio-legal approaches grounded in the Global South, as well as the ability to think differently,” says Professor Emilia Onyema , expert in arbitration at the College of Law. “It will be a truly interdisciplinary and global education that reflects the unique experience of studying at SOAS.” Learn more about the SOAS University of London’s College of Law . Follow SOAS University of London on Facebook , X , Instagram , YouTube , and LinkedIn

8 May 2026

Hackers just stole data from 9,000 schools and unis around the world. How can we protect student privacy?

This week, US-based education technology provider Instructure announced a significant cybersecurity incident affecting its Canvas system . This is used by schools and universities around the world, including in Australia. Cyber crime group ShinyHunters has claimed responsibility . On Thursday, the group claimed it had breached Instructure in another attack. Almost 9,000 educational institutions , involving 275 million students, teachers and staff are understood to be caught up in the data breach. The hack has seen school login pages defaced . In Australia, students at institutions such as the University of Melbourne have been unable to submit assignments amid a global outage. The Queensland government’s “ early advice ” is students and staff working or studying at public schools since 2020 have been affected. Instructure confirmed the exposed information may include names, email addresses, student identification numbers and private messages exchanged between users. Learning is online – and so is student information Canvas is widely used across the Australian education sector . It is one of several digital “ learning management systems ” that deliver teaching, assessment, communication and student support services. Other common systems include Moodle and Blackboard, which help institutions manage coursework, assessments, attendance, analytics (like student engagement) and student administration. The rapid growth of online and hybrid education (where students learn online and in person) has encouraged the adoption of these systems in schools and universities. Many institutions now operate these systems through cloud-based models rather than maintaining all infrastructure internally. Students and staff can access these platforms through web browsers, desktop applications and mobile devices. As a result, education providers now store significant volumes of sensitive information digitally . While these systems provide flexibility and accessibility, they also create highly interconnected digital environments that can become attractive targets for cybercriminals. A shift is happening The Canvas incident is not the only breach. In 2025, there were reports ransomware attacks in schools and universities had jumped by 23% over the previous year. But there is also an important shift occurring. Earlier breaches often affected a single university or school through ransomware or compromised internal systems . In contrast, incidents involving Canvas and another platform, PowerSchool , demonstrate a growing “platform concentration risk”. This is where one cyber incident can rapidly affect thousands of institutions and millions of students simultaneously because so many organisations rely on the same providers. Sadly, it is not just the education sector that is vulnerable to such incidents, any service reliant on internet can be be affected. Read more: An Amazon outage has rattled the internet. A computer scientist explains why the ‘cloud’ needs to change Another emerging concern is the increasing sensitivity of the information exposed. Recent incidents reportedly involve private communications within educational environments among all stakeholders (students, teachers, and staff). This raises broader concerns around privacy, safety, mental wellbeing and institutional trust. What do we need to do to better protect student information? The Canvas incident highlights how dependent the education sector has become on large cloud and education technology platforms. When widely used systems experience cyber incidents, the effects can quickly spread across thousands of institutions and millions of students. Schools and universities therefore need stronger oversight of vendors and clearer accountability regarding how student data is stored, shared and protected. Institutions also need stronger access controls . This needs to involve multi-factor authentication, tighter identity management, encryption and “ zero trust ” approaches. This means every access request is continuously verified. Sensitive information relating to student wellbeing, counselling or disability support should receive additional protection and restricted access. Cyber awareness across the education community must also improve. Students, parents and teachers are often targeted through phishing and impersonation scams after breaches occur. Governments should also consider stronger and more consistent cyber resilience standards for education technology providers. As it stands, breaches can potentially affect privacy, safety, trust and mental wellbeing across the broader community. The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

8 May 2026

Postgraduate business degrees with worldwide impact

Nokia’s fall and the collapse of traditional retail across Europe tell the same story: if you can’t adapt, you don’t survive. Today’s business environment is shaped by AI and global uncertainty. To stay competitive, you need to think analytically, move quickly, lead well, and work across cultures — skills highlighted by the World Economic Forum 2025 as top priorities for employers. A master’s in business builds that foundation, but the best European programmes go a step further by adding something most can’t: real international experience. Studying in cities like Berlin, Lisbon, Lille, or St. Gallen means learning to navigate different regulations, markets, and ways of doing business. Group projects with multinational cohorts put you in real cross-border decision-making situations, while exchange tracks push you beyond familiar frameworks and ways of thinking. That kind of exposure is what shapes professionals who can operate and make an impact anywhere in the world. The business schools below offer exactly that through their postgraduate programmes: Nova School of Business & Economics master’s programmes combine applied expertise with advanced teaching methods and strong technical foundations. Source: Nova School of Business and Economics Nova School of Business & Economics Nestled in sunny and friendly Lisbon, Portugal, Nova School of Business and Economics (Nova SBE) is one of Europe’s most internationally recognised business schools, committed to developing talent that makes a genuine impact on the world. That recognition is well-earned. Eduniversal ranks both the Master’s in Management and the Master’s in Finance #2 in Europe and Nova SBE holds the Triple Crown accreditation (AACSB, AMBA, EQUIS). As Portugal’s only member of the CEMS Alliance – a global network of 32 top business schools, 70 multinational companies, and seven NGOs – Nova SBE offers business education that cut across countries and continents. That global ambition runs through every aspect of the MSc experience. All programmes – spanning Business Analytics , Economics , Finance , Impact Entrepreneurship and Innovation , International Development and Public Policy , Management , and more – are fully taught in English. With over 70% of master’s students drawn from over 50 countries , the classroom is as international as the careers it prepares students for. Exchange agreements with partner universities across 50+ countries extend that reach further, offering semester-abroad options in Europe, Asia, and the Americas. These are connections that translate into career outcomes. Top recruiters include Accenture, Deloitte, McKinsey, L’Oréal, Microsoft, and Goldman Sachs, all of whom engage directly through career fairs and networking events embedded in the curriculum. This hands-on, practical approach pays off: 100% of graduates secure employment within six months of completing their degree. Life between those milestones unfolds on a campus built for it . Nova SBE’s Carcavelos campus includes a co-working space, food court, healthcare hub, gym, student residence, and a dedicated Alumni Club – all connected to Carcavelos beach via a pedestrian crossing under the coastal road. That lifestyle comes at a price few European capitals can match: students typically spend 775 euros (US$912) on housing, 90 euros (US$105) on food, and 68 euros (US$80) on transport each month. Located in Europe’s startup capital, ESMT Berlin is Germany’s leading international business school, offering degree programmes designed for the future of business. Source: ESMT Berlin/Facebook ESMT Berlin If you’re looking for a business school that fuses academic rigour with real-world impact, ESMT Berlin is worth considering. Founded by 25 global companies , ESMT is Germany’s #1 and Europe’s #12 business school (Financial Times 2025 rankings). Accredited by AACSB, AMBA, and EQUIS – the triple crown – its faculty publishes cutting-edge research while bringing genuine industry experience into the classroom. The school offers three 24-month MSc programmes: Global Management , Innovation and Entrepreneurship , and Analytics & Artificial Intelligence . Each embeds a three-to-six-month internship in the curriculum, giving you hands-on exposure to the European economy before you graduate. If you’re on the Innovation and Entrepreneurship track, you can also opt for the Summer Entrepreneurship Programme instead. The student community reflects that global ambition – 1,048 students from 95 countries, alongside an equally diverse group of faculty and staff. Networking is part of the whole experience: regular visits by companies to campus, plus one-on-one career coaching and skills workshops. Then there’s Berlin itself. Ranked #7 Best Student City in the world by QS in 2026, it’s Europe’s largest startup ecosystem and a central hub for multinational firms. Every year, about half of ESMT students relocate to Berlin from abroad, whether they plan to return home or stay in Europe. Living in Berlin also means being in one of the world’s most culturally rich cities, consistently ranked among the most livable for its history and arts scene. Being in Berlin pays off after graduation, too. Up to 90% of ESMT full-time graduates stay in Germany, and they automatically qualify for an 18-month extension of their residence permit to continue their job search. For over 100 years, EDHEC Business School has trained responsible leaders focused on driving positive change and transforming business practices worldwide. Source: EDHEC/Facebook EDHEC Founded in Lille in 1906, EDHEC Business School was built on humanist values and a deep tie with the business world. That founding spirit still shapes the school today – it ranks among the top 10 business schools in Europe (Financial Times, 2025) and sits within the top four in France, with a student body spanning 110 nationalities , 35% of whom are international. That global mix matches the breadth of the school’s offerings. EDHEC’s seven MSc tracks cover finance, business and management, marketing, sustainability, tech and data, innovation and entrepreneurship, and law. Students on the Master’s in Management (MiM) programme can also earn an MSc in their second year by selecting a specialisation. To go further, EDHEC has established over 300 academic partnerships worldwide, opening the door to exchanges, summer programmes, and double degrees. Those connections extend well into career preparation. The EDHEC Career Centre – ranked #1 in France by the Financial Times MiM ranking – runs over 120 recruiting events each year, linking students with more than 350 companies through recruitment fairs and company treks to Paris, London, and Amsterdam. Every student gets a dedicated career advisor and access to 4,000 volunteer alumni across 22 professional clubs – support that begins in year one and continues long after graduation. Life outside the school is just as practical. EDHEC’s main campuses are in Lille and Nice, and Lille is notably affordable by European standards – students typically budget 700 euros (US$824) to 1,000 euros(US$1,178) per month for rent, food, and transport. The School of Management at the University of St.Gallen is its largest school, offering integrated, holistic education in business administration. Source: University of St.Gallen/Facebook University of St.Gallen Founded in 1898, the University of St.Gallen (HSG) has spent over a century building one of Europe’s most respected business schools. Its School of Management (SoM) is HSG’s largest school, built around an integrated approach that connects management, economics, and real-world application. It’s an approach that works. In 2025, HSG’s Master’s in Strategy and International Management topped the Financial Times MiM Ranking for the 14th time, placing #1 among 137 global programmes. The school also ranked #8 in the FT European Business Schools Ranking – the highest in Switzerland and the DACH region. The SoM offers programmes across every stage of a business career. The lineup includes the flagship Master in Strategy and International Management , Master in Banking and Finance , and Master in Business Innovation , among others. For working professionals, the Full-Time MBA, Executive MBA, and a joint EMBA with ETH Zurich offer flexible routes into senior leadership. Beyond campus, HSG has partnerships with 215 universities worldwide , covering student and lecturer exchanges and other academic collaborations. With that global network comes serious career support. HSG Talents brought together 91 companies and 910 students across 26 events in 2026, while the HSG Career Days drew nearly 6,000 student applications. Individual coaching and CV support run throughout a student’s time at the school — and the results show: 98% of SIM graduates find employment within three months. *Some of the institutions featured in this article are commercial partners of Study International

8 May 2026

Asian Institute of Hospitality Management: From experienced manager to industry leader

Advance your career with AIHM’s Postgraduate Diploma in International Hospitality Management – flexible, industry-driven, and built for real-world leadership.

8 May 2026

The PIEoneer Awards 2026 shortlist revealed

Over the past decade, the awards have become a fixture in the global education calendar, recognising the people and organisations driving innovation, impact and excellence across international education. This year’s finalists span 21 categories, reflecting the breadth of talent and ambition shaping the sector today. A panel of expert judges reviewed entries from across the world, selecting finalists representing some of the best and brightest in international education. Among the categories returning this year is the flagship PIEoneer of the Year award, which celebrates organisations redefining what is possible in global education through transformative initiatives that have moved beyond pilot stage to deliver tangible, sector-wide impact. From pioneering student support initiatives and sector-leading partnerships to standout leadership and transformative sustainability work, the 2026 shortlist captures the creativity and ambition shaping global education today. The full list of finalists can be viewed here . “For a decade, these awards have recognised the ideas, organisations and individuals pushing international education forward,” said Clare Gossage, co-founder and COO of The PIE. The calibre of this year’s finalists is a powerful reminder of the innovation, resilience and excellence that continues to define our sector Clare Gossage, The PIE “The calibre of this year’s finalists is a powerful reminder of the innovation, resilience and excellence that continues to define our sector. Reaching this anniversary makes it even more exciting to celebrate those who are shaping the future of global education,” she added. Known as the “Oscars of international education”, the winners will be announced at the awards ceremony on Friday September 4 at London’s historic Guildhall, where the sector will come together to celebrate a decade of achievement and look ahead to what comes next for the sector. Book your ticket here . The post The PIEoneer Awards 2026 shortlist revealed appeared first on The PIE News .

8 May 2026

She’s the oldest student in her undergraduate degree, here’s what it’s like

At 25, Hope is the oldest student in her undergraduate degree. While her peers started university fresh out of high school or gap years, she arrived after years of detours. “I used to constantly calculate how old I’d be when I graduate,” she says. “It felt huge at the time. Graduating and 27 or 28 sounded so ancient when you’re in your early 20s. Every year, I thought. If I wait one more year, I’ll be even later.” Hope didn’t start university late because she was unsure or unmotivated. Quite the opposite. After finishing high school, she faced serious health issues that led to surgery and years of recovery. Then, just as things stabilised, COVID arrived. The thing is, she could have started university online, but it didn’t make sense — to her at least. “People were paying full tuition and saying that studying online didn’t match the cost,” she says. “That wasn’t the experience I wanted.” So, she worked instead — and kept working. Once you’ve started an adult job, quitting that to pursue an undergraduate degree is scary. Besides, why would you want to leave your source of income? But there was a sense of urgency, mixed with anxiety. Eventually, the question shifted from ‘ when ‘ to ‘ why not’ . “I realised I just had to do it,” Hope admits. “There was no use in thinking about it anymore.” View this post on Instagram A post shared by Hope (@hope_seventeen) Feeling left behind as a 25-year-old pursuing an undergraduate degree Walking into her first lecture, Hope was hyper-aware of one thing: her age. “I felt it a lot at the beginning,” she shares. “Everyone had just graduated from high school, and they were still in that student mindset.” It might seem like a big issue on the outside. But on the inside? It was loud. Impostor syndrome took over her. No one treated her differently. No one noticed anything, but she did. Socially, the gap felt bigger than she expected. People would say, “It’s only a few years difference.” But it really didn’t feel that way. “Making friends was harder,” Hope explains. “You’re just at different stages.” That feeling was even amplified by culture. Hope grew up in Russia, but is ethnically Korean and is now pursuing an undergraduate degree at Ewha Women’s University in South Korea, where age often dictates hierarchy. Asking one’s age isn’t casual; it’s about where each individual in society stands in a friendship or even just as peers. International students don’t really ask about ages, but Korean students do. When classmates found out she was older, it sometimes shifted the dynamic. “At first, it felt really strange,” she says. “It made my age feel…heavier.” In her first semester, insecurity took the lead. “I definitely felt isolated,” she says. “Some of it was even self-inflicted. I help telling myself, ‘They’re younger, we have nothing in common.’ That first year was a lonely one.” The comparison didn’t help. She noticed that younger people seemed so ahead — socially and academically — and started to think she was behind, compared to those her age and younger. Hope even feels it to this day. There’s no perfect way to make the anxiety she has disappear. Redefining your own timeline Hope realised she had to change the way she looked at things. She knew that she couldn’t change her age. “When I look at friends my age, everyone’s doing completely different things,” she says. “Some are working, some are travelling, some are totally lost. There’s no single ‘right’ timeline.” Starting later made her realise that her actions were more intentional. “I know the stakes now,” Hope says. “I take my education seriously — my grades, talking to professors, thinking about what comes next.” She notices the contrast with younger students in undergraduate degrees. “So many freshmen tell me they hate what they’re studying or have no idea why they’re there,” she says. “I’ve already had that phase. I know why I’m here.” Hope hopes that she did life “backwards”. She worked first. She earned money. She saved. She travelled. It was nice, but she still felt like she missed out on the university part of life. Now, she feels more capable of juggling it all. Hope can study, work part-time, and even grow her social media pages. “If I started at 18, I would’ve been a mess,” she admits. In her second year, things started to feel lighter. She made more friends — even ones in more senior years. They’re still younger than she is, but by a year or two, not five. That helps. She’s also becoming something of an accidental role model. “Older students reach out to me all the time, especially those who want to study in South Korea,” she shares. “And I always tell them: go for it.” For Hope, the idea that 25 is “too old” no longer makes sense. There are cons to starting late, but the positives outweigh them so much. She pauses and starts to reflect. “You’re calmer, you enjoy learning more,” Hope says. “ You’re actually present.” And while the feeling of being behind hasn’t completely disappeared, it no longer controls her decisions. “At the end of the day,” she shares. “Time is going to pass. You might as well be doing something you actually want.”

8 May 2026

This undergraduate is here to be brutally honest about the reality of studying in South Korea

For Hope , unlike everyone else, there was only one choice — study in South Korea. Born in Russia to a Korean family, Hope grew up between cultures. When she returned to South Korea with her mother, there was no familiarity. It’s even felt when applying for an undergraduate degree at a Korean university. Hope pays international tuition fees despite her heritage, and she’s lumped together with international students. Nothing wrong with that. She knows she’s one, and she feels like one anyway. That layered identity — ethnically Korean, nationally Russian, legally international — shaped her university experience, so she decided to create content about it. What began as casual YouTube uplands has grown into something far more meaningful: a digital diary turned survival guide for students dreaming of studying in South Korea. “I remember the first time a student came up to me and said, ‘I watch your channel. Your videos helped me a lot,’” Hope shares. “I was blown away. That’s when it felt real.” At first, it was just friends watching. Then strangers. Then a freshman who recognised her on campus. “If I were exposed to the content I’m creating when I was younger, it would have helped me so much,” she reflects. “So I just thought, why not be that person for someone else?” But Hope’s channel isn’t about aesthetic cafe shots or where to eat as an international student in South Korea. It’s built on honesty. And honesty, especially online, can be risky. The fear of ruining one’s dream to study in South Korea There’s a carefully curated fantasy surrounding student life in South Korea. K-dramas. Late-night convenience store runs. K-pop. K-beauty. Chomping down on Korean barbecue. For many international students, the country represents not just education, but aspiration. Hope understands that deeply, because she had it too. “When I first came to Korea, I enjoyed it for a little bit,” she says. “But then, the first impression wears off. And you’re left with reality.” Her first years were far from easy. She found herself constantly flying back and forth between Russia and South Korea, unsure if she could handle staying. It was too hard for her at the time, and she didn’t really enjoy her first couple of years there. Even during her first year of university, Hope struggled to make friends. She recalls a friend from Russia who spent years preparing to study in South Korea. However, on the first day of the semester, the friend broke down crying. Not long after, she returned to Russia for good. “My friend dedicated so much time learning Korean and planning everything,” Hope explains. “She’d never been here before. And from day one, she hated it. The dorms. The staff. Everything. She wasted years trying to come to Korea, and in the end, she didn’t like it. It’s such a common story. But no one talks about it.” That silence is what motivated her to speak up. Because for many students, the fear isn’t just academic failure, but admitting the dream doesn’t exactly match reality. “Everyone thinks, ‘I’ll just come to Korea, and everything will be fine’, but I’ve heard so many — too many — stories of students giving up scholarships and going back home,” she says. “It’s challenging. And I think people deserve to know that.” I agree with Hope. I, too, almost packed up and left South Korea during the first six months of studying there. In fact, I bought a ticket back home just three months into my programme because it was so hard. For Hope, even posting critical content felt risky at first. She remembers a “sticky situation” with her dormitory during freshman year. She understood that she would be guaranteed housing for two semesters. Instead, vague policy wording allowed the dorm to remove students if space ran out. “One day, they just said, ‘You don’t have a room anymore, ’” Hope explains. “I had to figure it out on my own, and I was so angry.” Hope decided to film a video about her experience, but it made her hesitate. Was she being too real? Will she ruin her time at her university for filming this video? But it has happened to so many students, especially international students, so why wouldn’t she talk about it? So, she did . And comments thank her for the “life-saving” video. View this post on Instagram A post shared by Hope (@hope_seventeen) The honest truth and “deserving the full picture” If there’s one myth Hope wants to dismantle, it’s the idea that you can study in South Korea without learning Korean. “It’s 2026, and there are people saying you don’t need Korean to live here,” she says. “It’s false. People hate hearing this. They just want an easy way out. But knowing Korean is essential. Even if your major is in English, your life isn’t.” Beyond language, she talks openly about loneliness , something that’s rarely captured in glossy study-abroad vlogs. “People have friends, yes, but building friendships takes time,” she explains. “And everyone is kind of looking for other friends, too. You don’t want to feel like you’re someone’s only option.” Add heavy course loads and part-time jobs into the mix, and social circles can dissolve between semesters. “If you don’t share classes the following term, you might barely see each other,” she says. “A lot of students feel really lonely, and again, they just don’t talk about it.” Then there’s the work reality. People are very optimistic about finding jobs in Korea, but it’s challenging on a student visa. And after graduation, there’s no guarantee. A company has to sponsor you. It’s a sobering message, even for Hope — but one she believes students need to hear. Hope is also candid about education in South Korea itself. “You don’t really pay for education,” she says. “You pay for status and connections. For the name on your diploma.” That might sound cynical, but she continues, “It’s the truth for most universities. The quality? It’s great or maybe even mediocre sometimes. But the recognition, that’s something people care about.” And yet, despite everything, she doesn’t regret her choice. Hope understands that her decisions are somewhat contradictory, but at the same time, being a student in South Korea can open so many doors. Before enrolling, she felt shut out of certain spaces. Once she became a student, it was like a new door had opened — she met new people, gained access to things, and even raised her social level. Her content now reflects that duality: struggle and opportunity, frustration and growth. What keeps her going are the messages. “When students say they need my honesty — that it helped them prepare — that makes me feel like I should keep doing this,” Hope says. “I don’t like sharing negativity online. Maybe it’s cultural, but when people are risking so much to come here, they deserve the full picture.” If her younger self were watching? “She’d probably say, ‘Upload more often,’” Hope laughs. “But I think she’d be proud.” Because somewhere out there is another student, doom-scrolling the internet with a dream to study in South Korea. They need the truth, and Hope is brave enough to give it.

8 May 2026

Choosing a high school can seem enormous. How do you know if one is right for your child?

Andresr/Getty Images Across Australia, Year 6 families are doing the rounds of high school open nights, information evenings and tours. Perhaps in your area, you don’t get a choice of schools. Maybe you and your child have already made up your mind about next year. Or maybe the decision is more difficult. Your child may be torn between the school their best friend is going to and the one their cousin or parent loved. Maybe you’re the one losing sleep over it. Choosing a high school can seem enormous. It’s six years of your child’s life, at an age when so much is changing. And the choice can feel so much more fraught when neighbours, friends and family are heading in different directions. So how do you cut through the noise and work out what actually matters? Here’s something to take the pressure off Australian research suggests there is no such thing as the “best” high school. What matters far more than a school’s reputation is the fit between the school and a particular child. As the Australian Education Research Organisation has shown , even in high performing schools, students sit right across the achievement distribution. In other words, there is no “average” school with “average” students. In every school, there are students who perform well, in the middle and at the lower end of the scale. The differences within schools – which teachers your child gets , which classes they sit in , who they sit beside – often matter more for learning and wellbeing than the differences between schools. For example, Australian analysis of international reading data found 82% of the variation in Australian 15-year-old performance came from differences within schools, not between them. So instead of asking which is the best school, try asking which school will help my child thrive? There are several elements that can help you determine this. Belonging and relationships Australian research has consistently shown a strong sense of belonging at school predicts engagement, attendance, mental health and achievement. For students who “don’t fit the mould”, students from rural communities, students with diverse cultural backgrounds, finding the right school can be even more important. Belonging is often the difference between thriving and feeling invisible. Our recent review found relationships, recognition of individuality and feeling genuinely known mattered most when it came to student wellbeing. How does the school structure connection? Are there study groups, year coordinators, mentors, Year 12 buddies? Will an adult actually know your child by name? What happens in the senior years? Schools are not interchangeable when it comes to what they offer in the senior years. Some are heavily ATAR-focused, others have rich vocational pathways, strong arts or sports programs, or trade options. A child who lights up doing hands-on work needs a school where metalwork or hospitality is treated as a real pathway, not a “fall back”. Australian research shows vocational subjects can sit alongside ATAR study, they don’t have to be either/or. Ask how subject choices are made in the senior years. Also about extension options for kids who race ahead, and support programs for those who need more time with their academic work. Values and culture Most schools’ websites talk about values such as respect, resilience and excellence. The real question is whether the culture matches the marketing. How does the school respond when a student makes a mistake or does the wrong thing? Is there a restorative response (a structured conversation that focuses on understanding the impact caused and repairing relationships) or just punishment? Research suggests punishment alone rarely changes behaviour, but understanding the impact on others, and being part of the solution, often does. What happens around bullying? Research consistently points to whole-school approaches as the most effective response. This means leaders, teachers, support staff, students and families are involved, not just the leader responsible for bullying. Look for an easy to find, clear, public anti-bullying policy. Also look for staff who can describe what they actually do when bullying is reported, not just what the policy says. How is mental health supported? Are there specific programs and approaches? Research shows academic outcomes are also connected to students’ wellbeing and behaviour. Other questions to take with you to open days Tell me about a student who struggled, how did you support them? How do you handle friendship conflict? What does a typical Year 7 day look like? How will I hear from you about my child during the year? Some final thoughts Beyond talking to teachers, try to talk to current parents and students. Stop and ask the awkward questions. And bring your child into the conversation. Adolescents who feel they had a real say in choosing their school tend to have a smoother transition to Year 7. Meanwhile, remember, a great school for one student may not suit another. This is about finding out what will work best for your child. Tania Leach does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

7 May 2026

Survey finds “growing pressure” on youth group travel to UK this year

Findings from a February-March 2026 pulse survey conducted by the British Educational Travel Association (BETA) highlight “growing pressure” on inbound youth travel to the UK this year. The survey gathered responses from 211 international buyers and agents responsible for organising youth group travel to the UK, including school groups, educational tours, and language programmes. Just over half (54%) of the responding buyers and agents were located in Europe, with the balance based in non-European “long-haul markets”. Half of the respondents reported that demand for group travel to the UK is weaker than in 2025, with a similar proportion (56%) indicating that the UK is now harder to sell than in the past. Nearly four in ten (37%) expect bookings to decline in 2026 with only 12% reporting stronger demand relative to 2025. “While demand has not disappeared,” BETA adds, “the data suggests that conversion is being constrained by a combination of cost pressures and access barriers.” The respondents referred to rising accommodation, transport, and programme fees in particular, alongside less favourable exchange rates against the British pound. They noted as well the increased administrative burden for schools and group travel organisers, particularly the friction introduced by requirements for visas, electronic travel authorisations (ETAs), and passports in the post-Brexit marketplace. “Teachers are filling in tons of lists and doing too much paperwork,” said one respondent. ““Organising school trips is becoming more time-consuming and complex than it needs to be,” added another. At the same time, competition is increasing from other destinations in Europe where, in the words of one survey participant, “EU competitors are much cheaper with less strict entry requirements.” “We are losing groups to destinations that are easier to access and more affordable,” echoed another travel buyer. Finally, the survey also observed an apparent impact from world events. As BETA explains, “Among responses received before late February, 45% reported weaker demand for 2026. This rose to 55% among those responding after the escalation of geopolitical tensions, indicating a clear impact on confidence and booking behaviour.” The key factors affecting inbound youth group travel bookings to the UK in 2026. Source: BETA The survey results also point to levers that would boost the UK’s attractiveness for international youth travel: greater price certainty or improved affordability for group bookings and especially streamlined visa and entry processes and a reduced administrative burden generally. “What this data shows very clearly is that demand for the UK is still there, but it is becoming harder to convert that demand into bookings,” said BETA Executive Director Emma English. “International partners are telling us they are facing increasing challenges around cost, complexity and confidence.” “This is a highly organised, group-based market, and small changes in policy or process can have a significant impact on whether a trip goes ahead or not. If we want to remain competitive internationally, we need to ensure the UK is as accessible, affordable and easy to navigate as possible for schools, students and the organisations that support them.” The significance of that outlook is underscored by ongoing reporting from English UK, which makes it very clear that youth group travel plays a significant role in the ELT sector. In the most recent full-year reporting (2024), junior students accounted for 62% of English language course enrolments in the UK, and 33% of all student weeks. For additional background, please see: “ UK ELT reports challenging enrolment trends continued through last quarter of 2025 “ “ Economic impact of UK ELT estimated at nearly £2 billion “ “ UK ELT reports a decline in student weeks for 2024 “ The post Survey finds “growing pressure” on youth group travel to UK this year appeared first on ICEF Monitor - Market intelligence for international student recruitment .

7 May 2026

Malta: Non-EU students keeping ELT weeks stable in the face of falling enrolment from Europe

Data from Malta’s National Statistics Office shows that the characteristics of Malta’s English Language Teaching (ELT) sector are evolving. The number of students coming from top European markets including Italy, France, and Spain is declining, but several non-European markets are helping to mitigate this trend. European students make up the largest share of all ELT learners in Malta (72%). Modest uptick in student weeks but numbers are down In 2025, total student weeks in Malta increased to 262,255, up +2.1% compared with 2024 levels. This is the second-highest level of weeks for the country’s 34 licensed ELT schools, and weeks are +9.6% higher than they were pre-pandemic in 2019. Also up was the average length of stay: 3.4 weeks. This is a significant increase from 2.8% in 2019. However, schools hosted -6% fewer students in 2025 compared with 2024, and the decline is -10% since 2019. In total, there were 76,065 ELT students in Malta in 2025, a decline of 5,000 students from 2024. Total student numbers and student weeks in Malta’s ELT sector, 2024 and 2025. Source: National Statistics Office Of the students enrolled in 2025, 29% were under the age of 15, while 21% were 16 to 17 years of age. The 50+ age bracket was the only one to grow (+8.3% on 2024). Malta is particularly popular among women, who account for nearly two-thirds of all learners (63%). Regional trends Given that weeks and average stay are up, and student numbers are down, there is a trend of students choosing longer courses versus shorter ones. This is because of the mix of student nationalities: Malta is becoming more popular in non-EU markets such as Brazil, Türkiye, and China. Because students from outside of Europe have to travel farther to get to Malta, they often stay for longer than EU students. Non-EU numbers increased slightly from 21,125 to 21,430, while EU numbers dropped from 59,820 to 54,635. Malta experienced notable year-over-year losses in students from its top market in Europe: Italy (-13.2%). This is significant given that Italians send so many more students to Malta than other countries do; they represent almost a quarter (23%) of all students. In 2025, there were 17,525 Italians in ELT courses, a slip from 20,180 the year before. Student numbers and student weeks from top sending markets for Malta’s ELT sector, 2025. Source: National Statistics Office Non-European countries send fewer students than European countries, but non-EU students contribute a large proportion of weeks. Here, a worrisome sign was that Colombians spent -10.3% fewer weeks in Malta in 2025 (32,780) than in 2024. However, Brazil and France were up in weeks by +15.1% and +7.9%, respectively, helping to mitigate the drop from Colombia. Top contributors of student weeks to Malta’s ELT schools in 2025 Source: National Statistics Office Students who stayed the longest in 2025 were Colombians, Chileans, and South Koreans (whose average stay was 12.1 weeks, 11.9 weeks, and 8.6 weeks, respectively). A new challenge ahead Malta’s ELT sector will soon feel the effect of two major EU border systems: the Entry/Exit System (EES), which launched last month, and the European Travel Information and Authorisation System (ETIAS) that is expected to become operational in Q4 2026. ETIAS explains on its website how this will affect non-EU students considering Malta for ELT: “EU nationals sit outside the scope of both systems … the new rules will bite on the non-EU learners who are currently propping up Malta’s weeks total. Students from Colombia, Brazil, Türkiye, Switzerland, China, and South Korea will face biometric registration on every entry and exit under EES. Most of these nationalities also fall within the 59 visa-exempt countries that will need an ETIAS authorisation from late 2026.” ETIAS offers this advice to Malta’s schools and agents: “Agents and schools will need to brief non-EU students, particularly older learners unfamiliar with online applications, about the €20 ETIAS fee and processing windows that can stretch to 30 days for applicants called to interview.” For additional background, please see: “ Student weeks for Malta’s ELT sector surpassed pre-pandemic levels in 2023 ” “ Non-EU markets boosting recovery of Malta’s English language training sector ” The post Malta: Non-EU students keeping ELT weeks stable in the face of falling enrolment from Europe appeared first on ICEF Monitor - Market intelligence for international student recruitment .

7 May 2026

Backward Chaining In Instructional Design: Use Cases For Instructional Designers, Educators, And Corporate Trainers

Backward chaining in Instructional Design explained for educators, L&D leaders, and trainers. Learn definition, ABA applications, the difference between forward and backward chaining, and real-world corporate training examples to improve skill acquisition and learning design. This post was first published on eLearning Industry .

7 May 2026

UK to rejoin Erasmus+ in 2027

The UK will rejoin the Erasmus+ mobility programme in 2027 for an initial one-year term. This will end the country’s six-year absence in the programme that was prompted by Brexit in 2021. Erasmus+ is the EU’s main programme for encouraging training across Europe in the areas of education, training, youth, and sport. The initiative is thriving , with its 2021–27 budget (€26.2 billion) nearly double what it was in the 2014–20 period. The number of learners taking advantage of Erasmus+ has also nearly doubled from 2014. Erasmus+ says that the 2021-27 budget “will fund learning mobility experiences for roughly 1,275,000 participants and support more than 100,000 organisations across all sectors.” In a 15 April press release , the UK government reassured the public that it “secured a 30% discount on the default contribution rate, delivering a fair deal for taxpayers while guaranteeing full participation in the programme.” The expectation is that “100,000 people [will] benefit in the first year alone, including apprentices on placements in leading European companies, school groups taking part in cultural exchanges, and organisations collaborating on new cross-border initiatives.” European Commission President, Ursula von der Leyen, welcomed the news: “Europe and the UK have enjoyed mutually beneficial educational ties for centuries. Strengthening those ties further makes perfect sense on both sides – for our students, teachers, educational systems, economies and societies as a whole. I look forward to seeing the immense potential of this development being realised as soon as possible.” British Council will lead the UK’s participation The government has chosen the British Council to be the National Agency for Erasmus+ in the UK, and this will be finalised later this year by the European Commission Scott McDonald, Chief Executive of the British Council, offered a quote for the announcement: “As the National Agency for Erasmus+, the British Council will work closely with the Department for Education, the Devolved Governments and the European Commission to make the most of the opportunities of the programme for the UK.” Jamie Arrowsmith, Director of Universities UK International, spoke on behalf of his organisation: “Universities UK International (UUKi) is delighted that the UK and EU governments have finalised the agreement which enables the UK to participate in Erasmus+ in 2027, and we welcome the appointment of the British Council as the UK’s National Agency for Erasmus+.” Rapprochement with Europe Joining Erasmus+ is one of many signals that the UK government is prioritising closer ties with Europe amid pronounced geopolitical shifts and as the damaging effects of Brexit on the economy become more and more apparent. The press release states that as a result of rejoining the mobility programme, “UK institutions and communities will also once again welcome EU participants and the skills, diversity and culture they bring.” Research for the National Bureau of Economic Research has found that over the course of a decade, ending in 2025: UK GDP per capita was 6–8% lower than it would have been without Brexit; Investment was 12–18% lower; Employment was 3–4% lower Productivity was 3–4% lower The Brexit government led by Boris Johnson had predicted there would be short-term losses from the departure from Europe. However, the research found that it considerably underestimated the long-term, ongoing losses. The first UK-EU Summit happened in May of 2025, and it resulted in UK/EU agreements on food and drink, energy, emissions trading, security, and defence. The press release’s working on the summit’s results reflect the current Starmer government’s belief in UK/European cooperation: “[The agreements] are helping to make people across the UK safer, more secure, and more prosperous.” Speaking to BBC Radio 5 Live in April, Prime Minister Starmer said: “We’re in a world where there’s massive conflict, great uncertainty, and I strongly believe the UK’s best interests are in a stronger, closer relationship with Europe.” For additional background, please see: “ British Council says student recruitment to UK higher education will get a boost this year from South Asia and the ‘Trump effect’ “ The post UK to rejoin Erasmus+ in 2027 appeared first on ICEF Monitor - Market intelligence for international student recruitment .

7 May 2026

US: Duration of status elimination moves to final review

The Department of Homeland Security (DHS) submitted the final rule to the Office of Management and Budget (OMB) on May 5, with clearance anticipated imminently. “We expect OMB’s review to be expeditious and for the rule to be published in the Federal Register in the not-too-distant future,” NAFSA CEO Fanta Aw said on social media. Though its contents will not be known until its release on the Federal Register, in its proposed form , the rule would eliminate the longstanding policy of admitting international students into the US for the duration of their visa. According to NAFSA, the final regulation is likely to retain “most if not all” of the changes included in the proposed rule. These would limit international students to a four-year stay period in the US before having to apply for a visa extension – incurring financial costs for students and extra administrative burdens for both students and USCIS. Experts have raised concerns about the impact of the policy on students taking dual degree programs, medical training and PhDs that are longer than four years. They highlight that many bachelor’s students routinely take longer than four-years to complete their course of study in the US, and that students wishing to participate in Optional Practical Training (OPT) would also be required to file for an extension under the new policy. We expect OMB’s review to be expeditious Fanta Aw, NAFSA Additionally, the rule would prohibit graduate students from transferring between schools or programs at any stage, and undergraduate students from doing so during the first year of their degree. It also stops F-1 students from taking a second degree at the same or lower education level after completing a program of study and shortens the grace period from 60 to 30 days, among other changes. After OMB clearance, the final rule will go into effect 60 days after publication in the Federal Register. Sector leaders have warned institutions about considerable workload increases when the rule drops. What’s more, they raised concerns about the policy causing more visa adjudication backlogs and student uncertainty, further dampening America’s appeal as a study destination, which saw a 17% drop in new international enrolments last year. For it’s part, the government has framed the changes as a means of enhancing immigration oversight and protecting national security by collecting nonimmigrant information. The DHS proposal also included new restrictions on the maximum stay of J-1 exchange visitor visa holders and members of foreign media on I visas. The post US: Duration of status elimination moves to final review appeared first on The PIE News .

7 May 2026

Microlearning Is A Reinforcement Tool, Not A Replacement

Microlearning is a reinforcement tool, not a replacement. Knowing the difference can change how your approach training design. This post was first published on eLearning Industry .

7 May 2026

For preschoolers, fear of new foods is common — and responding can feel anything but simple

Feeding children can be challenging. It is sometimes hard to know if you’re getting it right. We want the best for our children, and we often think that means making sure they eat the right amounts of the right foods. Research tells us that we also need to think about how we’re supporting children to eat, and the messages they receive about food. With more children attending child care for the vast majority of their day, early learning settings are critically important for promoting children’s optimal growth and development during foundational years. Opportunities for nourishment in these settings are especially important as more than one in four children experience food insecurity at home . What does responsive feeding mean? Children are born with the ability to recognize their own hunger and fullness . Over time, this capacity may shift as cultural and social beliefs around feeding young children — and financial stress or food insecurity — can result in caregivers overriding children’s internal cues by controlling their food intake. This can involve pressuring them to eat , restricting food or using food to reward behaviour . It takes time for young children to learn about different foods and textures. Some children are adventurous eaters who may be excited to try new foods and accept them more quickly. Other children may be naturally more cautious eaters and need support or extra time . A responsive feeding environment allows children to communicate their feelings of hunger and fullness, and in this way encourages children to regulate their own eating. When caregivers respect a child’s autonomy, children can build comfort with a wide variety of foods and textures. This allows children to practise self-regulation by responding to feelings of hunger and fullness, and develop a lifelong healthy relationship with food. Responsive feeding in child care We established the CELEBRATE Feeding project, which stands for Coaching in Early Learning Environments to Build a Responsive Approach to Eating and Feeding. Our project has worked with child-care programs in Nova Scotia and Prince Edward Island. It supports early childhood educators to build their confidence and skills in responsive feeding — while fostering the joy of eating through an environment that celebrates diversity and inclusion . We developed the CELEBRATE Feeding Approach as a flexible framework to support key educator behaviours in priority areas of change. These areas include mealtime routines and how educators talk about food throughout the day. Educators discovered their powerful impact through role modelling when they sit and eat the same foods as children. When we support children in having control of what and how much goes on their plate, they build autonomy with their decisions about the food as well as physical and fine-motor skills . Reducing pressure Through CELEBRATE Feeding, educators reshaped their language to reduce pressure on children to eat more or less, or to eat certain foods . This meant moving away from coercing, praising or rewarding children based on what they were eating. Children may take a bite when pressured to eat, but in the long-term this pressure can backfire and make them less willing to accept the food. We encouraged educators to focus on more neutral language by avoiding labelling foods as good or bad, and not pressuring children to eat more or less of certain foods. Table talk Educators also engaged children in conversations at the table that were not just about food. Focusing on connection and fun at the table, rather than worrying about what children are eating, can especially help children who may be stressed at mealtime because of household food insecurity or because they have been labelled as difficult or picky eaters. We want to create a safe, positive environment for children to enjoy a variety of foods and avoid attaching feelings of guilt and shame to food. Read more: School lunches, the French way: It’s not just about nutrition, but togetherness and bon appetit Encouraging food exploration Educators were coached to provide repeated opportunities for children to explore foods, without the expectation to eat or taste. This was achieved through meals and play , gardening, cooking, sensory activities and food-related books, songs and materials. Children explored food through sight, smell, touch and taste in positive and joyful ways to support their curiosity and confidence as competent eaters. Basil Bunny video, created in partnership with Celebrate Feeding at the University of Prince Edward Island and ‪@Tunesandtalltales‬. Shifting perspectives around eating Changing our approach around food can be hard. As adults, our own personal values and beliefs around food have been shaped throughout our lives. Our cultural and social beliefs around food, financial stress or food insecurity influence what we say and do when we’re with children. Engaging families in this process and keeping equity and inclusion at the forefront can help create food environments that support everyone. One director of a child-care program told us that in every facet of a child’s life, educators viewed children as capable and confident except when it came to food. Participating in the CELEBRATE Feeding project was a game-changer for shifting perspectives for her and her team. A perspective shift means that we need to trust that while adults’ concern for children’s nutrition is genuine and well-meaning, children are capable of practising self-regulation by responding to feelings of hunger and fullness. Prioritizing curiosity and joyfulness Educators have been overwhelmingly receptive to rethinking their approach to feeding children by prioritizing curiosity and joyfulness rather than coercion and obligation. We are continuing to share these messages through professional development and resources on our website . While it sometimes feels hard to get it right when feeding children, we encourage caregivers to take a breath and aim for connection at the table. Creating trust, confidence and enjoyable food memories are perhaps more important for long-term health than one resentful bite of broccoli. Jessie-Lee McIsaac has received funding from the Canadian Institutes of Health Research for the CELEBRATE Feeding project and other research. She has also received project funding from the Social Sciences and Humanities Research Council, Public Health Agency of Canada, Margaret and Wallace McCain Family Foundation, and the Nova Scotia Department of Education and Early Childhood Development. Her research program is undertaken, in part, thanks to funding from the Canada Research Chairs program. McIsaac is a board member of a non-profit child care centre in Nova Scotia. Our Celebrate Feeding intervention used the Nourishing Beginnings program from the Dairy Farmers of Canada as one training opportunity for educators. While Dairy Farmers of Canada is an industry group, Nourishing Beginnings was designed to align with evidence-based responsive feeding and child nutrition guidelines. The workshop offered to educators during our intervention was delivered by our Coaches (Registered Dietitians) with support from Dairy Farmers of Canada Dietitians. No team members received personal financial benefit from Dairy Farmers of Canada related to their work with CELEBRATE Feeding. Julie E. Campbell receives research funding from the Government of Nova Scotia Melissa (Misty) Rossiter received project funding from the Canadian Institutes of Health Research and the Social Sciences and Humanities Research Council and has been supported by a Jeanne and J.-Louis Lévesque Research Professorship in Nutrisciences and Health.

7 May 2026

Acumen invests in ScrapUncle to bring transparency and dignity to India’s recycling economy

Acumen has invested in ScrapUncle (Swapeco Solutions Private Limited), an India-based waste management company that enables households and businesses to responsibly dispose of recyclable materials including e-waste through on-demand collection, while building a more transparent and inclusive recycling value chain. India generates an estimated 3.8 million metric tons of e-waste annually, much of which flows through an informal system characterized by limited traceability, unsafe working conditions, and inconsistent income for workers. Young migrant workers—many from low-income rural households—often rely on informal scrap collection or other hazardous labor, facing income volatility, stigma, and exposure to unsafe environments. ScrapUncle addresses these challenges by formalizing scrap collection at the household level. Its platform enables customers to schedule on-demand pickups with transparent pricing and weight verification, while ensuring that materials are properly segregated and routed to verified recyclers. For collection partners and warehouse workers, the company provides consistent income, safer working conditions, and opportunities for upskilling—transforming an informal sector into a pathway for dignified employment. Since its founding, ScrapUncle has served nearly 100,000 households, with many returning to the platform for repeat pickups. As the company reduces intermediaries and improves traceability, recyclers gain more consistent access to higher-quality materials—making the entire value chain more efficient. “Our ambition has always been to build the next e-commerce opportunity for recyclables, reimagining the model as C2B instead of B2C. With Acumen’s support, we’re working to organize the recycling supply chain at scale and make responsible disposal simple and accessible for households across India.” Mukul Chhabra, Founder of ScrapUncle Acumen’s investment will support ScrapUncle’s expansion into new cities, strengthen its technology platform, and enable the development of downstream processing capabilities for e-waste. “ScrapUncle is organizing a part of the recycling system that has historically been fragmented and overlooked,” said Paraag Sabhlok, Investment Director at Acumen India. “That shift not only improves traceability for recyclers, it creates more stable and dignified livelihoods for workers at the front lines of the value chain.” In addition to a multi-city expansion, ScrapUncle aims to deepen its presence in the e-waste value chain and create dignified livelihoods for more than 1,000 collectors in the next phase. As the company grows, it is positioned to demonstrate how technology and operational rigor can transform one of India’s most fragmented industries into a more equitable and sustainable system. Share Share on Facebook Share on X/Twitter Share on LinkedIn Share on Pintrest Share via Email More from our Knowledge Hub Investment Announcements West Africa Acumen invests in Pullus to expand fair poultry markets for smallholder farmers in Nigeria Investment supports a women-led agribusiness building a more reliable poultry supply chain. Read more Investment Announcements Acumen invests in Instollar to power solar jobs and energy access in Nigeria Read more Investment Announcements Acumen invests in Mountain Harvest to support specialty coffee and farmer incomes in Uganda Read more Investment Announcements Acumen invests in Omia to unlock agricultural markets for displaced farmers in Northern Uganda Read more Read more The post Acumen invests in ScrapUncle to bring transparency and dignity to India’s recycling economy appeared first on Acumen .

7 May 2026

What Makes Desktop-First LMS Platforms Obsolete Today?

Desktop-first LMS platforms were once the gold standard for enterprise learning. But in a world of remote workforces, mobile-first users, and AI-driven personalization, they have become a significant liability, not just a technical inconvenience. This post was first published on eLearning Industry .

7 May 2026

Out-galloping the four horsemen of higher education

Universities are facing four modern horsemen of the apocalypse. Technology, geopolitics, job market disruption and changing student values mean it is no longer business as usual. But while things look gloomy, we must remember that over many centuries, universities have remained relevant across huge social upheavals through adaptation and innovation. These are the challenges universities are currently facing – and some potential solutions. Horseman one: the integrity gap Unlike legacy tech, generative AI didn’t enter the academy through the front door. There was no procurement committee, no barrier to entry, and no adjustment period. It arrived fully formed, instantly accessible, and able to simulate critical and creative thinking, produce acceptable essays and analyses , and even write and review journal submissions. In some universities, teaching materials have even been delivered by AI. So within that context, consider two graduates – one who’s mastered the subject, and the other who has used ChatGPT to complete everything. They currently leave with the same qualification. Why would an employer trust that either one knows their subject? If a degree is no guarantee of learning or critical thinking, then we have an existential crisis on our hands This integrity gap is widening, and students and teachers are demoralised. Research must reflect scholarship. Universities must be able to assert the validity of their assessment practices through project-based learning, oral defence and simulators – keeping coursework and essays within a more controlled system. Because if a degree is no guarantee of learning or critical thinking, then we have an existential crisis on our hands. Horseman two: politics and migration The international admissions system is wholly dependent on a politically unstable pipeline. Student migration is shifting away from the big four: Canada lost 60% of international admissions in 2025. The US lost 17% of overall enrolments in the US , according to recent Open Doors data, and this was caused by visa delays or rejections . Regional hubs in Europe and East and Southeast Asia are benefiting. China, for example, is changing TNE policies, aiming to increase enrolment from 800,000 to 8 million . The message is clear: no matter how much we self-congratulate, the anglophone West does not have a monopoly on decent education. Where one student goes, others will follow. These new migration streams will become rivers. Universities that depend on inbound mobility to the US, Canada, UK and Australia are exposed to shrinking international intakes. Institutions adapting to new outward or partnership-based models are less so. But simply transporting the old operating system overseas is a missed opportunity. TNE should be a hub for innovation on foreign soil – tapping into the essence of what you do, but in a way that reflects the cultural, technological and long-term needs of the local community. Horseman three: the outdated degree The rigid, linear model of “learn, graduate, work” is being dismantled by the new job market: skill cycles are now shorter than the degrees designed to teach them. Universities must move beyond the idea that education ends at graduation and start prioritising lifelong learning. Today, 49% learning and talent development professionals see a skills crisis and are concerned that ‘employees do not have the right skills to execute our business strategy’. However, corporate-sponsored microcredentials do hold water with employers . The next growth model may be subscription-based lifelong learning ecosystems. Accredited continued professional development keeps students in the system and can add to, rather than dilute, the value of the degree. This can support both alumni and the businesses that employ them. When students and alumni have access to upgradable skills, purpose and career progression, their university will accompany them for the rest of their careers. Horseman four: purpose over prestige Gen Z and Alpha want careers that are adaptive, mission-driven, industry-agnostic, and not tied to a single employer or skillset. Students aren’t selecting schools to power their careers anymore – only 6% say their main goal is to reach a leadership position . What’s more, 89% of Gen Z ‘consider a sense of purpose to be important to their job satisfaction and well-being’. This generational shift is not being reflected in positioning or course design. By pairing up purpose with outcomes, however, universities will start aligning more tightly with these emerging values. It’s time to invest in qualitative market research that delves into understanding what Gen Z and Gen Alpha want out of life. That leads to a future in which universities are seen as a place of purpose and a centre of meaning, rather than a place to become indebted. Why the long face? The horsemen of the apocalypse are agents of judgement, but they can be averted. If the industry can pull together, we’ll see a future where we deliver meaningful degrees that don’t rely on industrial-age assessment practices. We’ll be able to connect students and alumni to lifelong learning, purpose and career progression in a volatile job market. We’ll see outcomes that have meaning for students, and the sound of hoofbeats will fade away. The post Out-galloping the four horsemen of higher education appeared first on The PIE News .

7 May 2026

The "Netflix Effect" In eLearning: What Platforms Can Learn

Explore how the "Netflix Effect" is transforming eLearning through personalization, seamless design, and engaging content to improve learner retention and experience. This post was first published on eLearning Industry .

7 May 2026

Who’s in the room? Inside the new Education Sector Action Group

At The PIE Live Europe 2026 in March, Sir Steve Smith revealed the Home Office and Cabinet Office will be members of ESAG, the ministerially led committee that will formulate action plans to deliver the UK’s international education strategy . Now, the government has released the full list of core members, along with further advisory members. ESAG brings together government, industry and representatives from across the education sector to address key challenges and identify partnership opportunities. The sector will play a central role in delivering the strategy through action plans, set to be developed and published within the first 100 days of the group’s inaugural meeting, which took place in April. Core members will attend all ESAG meetings and lead the development of sector action plans within the first 100 days of the inaugural ESAG meeting, in collaboration with advisers. Advisers attend subgroup meetings organised by the core membership and deliver delegated elements of the sector action plans. The core ESAG members are: Chair, UK Skills Partnership Chief executive, Early Years Alliance Chief executive, National Association for Special Educational Needs (NASEN) Director, Universities UK International (UUKi) Deputy director general, British Educational Suppliers Association (BESA) Chief executive, English UK CEO, Independent Schools Council (ISC) ESAG members taking an advisory role are: Association of British Schools Overseas (AoBSO) Association of School and College Leaders (ASCL) British Association of Independent Schools with International Students (BAISIS) British Council British Education Travel Association (BETA) Cambridge University Press Assessment (CUPA) Council of British International Schools (COBIS) ECCTIS IDP Independent Higher Education Pearson Quality Assurance Agency Study Group/Destination for Education Universities and Colleges Admissions Service (UCAS) UK Council for International Student Affairs (UKCISA) A number of government representatives are joining ESAG, along with cross-government departments and devolved governments: Sir Steve Smith, UK international education champion Department for Business and Trade (DBT) Department for Education (DfE) Foreign, Commonwealth and Development Office (FCDO) Northern Ireland Scotland Wales Additional government departments joining are: Cabinet Office Home Office/UK Visas and Immigration (UKVI) Department for Science, Innovation and Technology (DSIT) Department for Work and Pensions (DWP) According to the UK government, “selection of members to the ESAG will be based on keeping numbers to a minimum whilst making it the most effective group it can be”. In January 2026, the UK government revealed a new – and long-awaited – international education strategy , including an ambitious aim to grow education exports to £40 billion per year by 2030, with growth expected to come from TNE, ELT, skills and edtech. The strategy looks to oversee sustainable overseas student recruitment and amplify the UK’s international standing through education – including a focus on cutting red tape for TNE partnerships abroad. The post Who’s in the room? Inside the new Education Sector Action Group appeared first on The PIE News .

7 May 2026

‘A life-and-death matter’: understanding how Ofsted inspections risk suicidal thoughts in teachers

Zhuravlev Andrey/Shutterstock Ofsted, the schools inspectorate in England, was the subject of a UK parliamentary inquiry after the death by suicide of Ruth Perry, headteacher of Caversham Primary school in Berkshire, in 2023. The coroner’s report had concluded that Perry’s death was “suicide, contributed to by an Ofsted inspection”. The parliamentary inquiry called for submissions of evidence about Ofsted from members of the public. Our recent research has analysed the 233 published submissions, many of which were from teachers. One submission to the inquiry included an impact statement by a headteacher written in 2022. It read: The manner in which the inspection was conducted and the lack of integrity from the Lead Inspector has meant that my family have had to support me through suicidal thoughts and through countless occasions of being in floods of tears as soon as I think back to that day. “It seems incredible that an issue like the conduct of school inspection should be a life-and-death matter, but so indeed it has become,” the submission from her school stated. Theory of suicide Sociological theory helps us ask questions and seek radical answers about how societies function, including government policy such as the inspection of schools. Sociologist Émile Durkheim’s theory of suicide argues that suicide does not only happen because of mental illness, but that it also has a social context. Durkheim examined how the interaction of people and social control, as well as notions of shame, guilt, failing expectations and feeling trapped, might result in someone having suicidal thoughts and feelings. We found evidence of teachers feeling shame . One submission mentioned “the enormous shame and distress that is felt by those leading and working within the school”. Teachers also reported feeling trapped : In my last inspection in November 2019, I lost half a stone in the three days (starting from the phone call) and lost my voice. My family suffered, there were arguments and I slept on the couch. The stress and pressure was all too much. As a school leader, I live in fear and I came into education because I love teaching but now I feel trapped. The impact of Ofsted inspections on teacher wellbeing is well documented. Elnur/Shutterstock The risk of a less than good inspection was “petrifying” . Having to be always ready for an inspection was “intolerable” . The thought of letting colleagues down by making a mistake was “unbearable” . Teachers wrote about ill health because of Ofsted experiences. These accounts included vomiting, physical collapse, panic attacks, incontinence and suspected stroke with a temporary loss of speech. One wrote that they had a miscarriage the day after a deeply stressful Ofsted inspection. The government and Ofsted’s response The Education Committee’s report noted that the committee had heard that “Ofsted has lost trust and credibility among many in the teaching profession.” However, a number of reports on Ofsted’s practice, including the independent learning review commissioned by Ofsted, fail to acknowledge that teachers can have suicidal thoughts and feelings because of Ofsted. Ofsted’s developments since the inquiry include introducing report cards for schools. Ofsted says this is fairer , but teachers say it creates more stress. An independent risk assessment warns that “the revised framework does not reduce the pressure on leaders to achieve a desirable outcome. The consequence of not meeting the expected standards of the revised framework will remain high stakes in nature.” Other developments include changes regarding inspections of provision for children in care and inspection frameworks themselves. But we do not believe that these changes constitute the “root and branch” review of Ofsted previously called for by education leaders. Professor Julia Waters, Ruth Perry’s sister, has said that our study “presents the evidence of the terrible human cost posed by Ofsted inspections, evidence that Ofsted and successive governments have still not fully grasped”. Both Ofsted and the government should review how the inspectorate works. Not to do so runs the risk of school inspections remaining a life-and-death matter. If you’re struggling with suicidal thoughts, the following services can provide you with support: In the UK and Ireland – call Samaritans UK at 116 123. In the US – call the National Suicide Prevention Lifeline at 1-800-273-TALK (8255) or IMAlive at 1-800-784-2433. In Australia – call Lifeline Australia at 13 11 14. In other countries – visit IASP or Suicide.org to find a helpline in your country. The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

7 May 2026

Wales’ Taith program expands access to international learning

Taith, Wales’ international learning exchange initiative, has introduced measures to make overseas opportunities more inclusive, particularly for those who have not traditionally engaged in such programs. Changes include simplified application processes, more flexible program design, and tailored support for participants. The program has similarly expanded access to shorter and more flexible mobility formats for Welsh higher education providers. “For UWTSD, Taith has opened up international opportunities that genuinely work for our students – particularly those who cannot commit to long periods away from home,” said Kath Griffiths, international mobility lead at the University of Wales Trinity Saint David. “The flexibility of the program has enabled us to create experiences that feel accessible and achievable, opening doors for learners and partnerships that previously felt out of reach.” Taith has opened up international opportunities that genuinely work for our students – particularly those who cannot commit to long periods away from home Kath Griffiths, UWTSD Taith’s inclusive approach is opening up participation from organisations working with some of Wales’ most vulnerable learners. Matt Parry, involvement and engagement manager at Llamau, a homelessness charity supporting young people, women and children, said international exchange had previously felt out of reach for the organisation. “This was a first for us as an organisation. Our focus has always been on supporting young people, women and children at risk of, or experiencing, homelessness, so international exchange was never something we felt was meant for organisations like ours,” he said. “Without the support, patience and flexibility we received, we simply wouldn’t have got there. Because of that approach, we have been able to give some of our most vulnerable and disadvantaged young people an experience they will never forget.” One participant supported by Llamau who took part in a Taith-funded exchange described the experience as transformative. “The support throughout the exchange made every moment feel special, and it’s an experience that will stay with us for the rest of our lives,” they said. “We learned so much – not just about the country we visited, but about kindness, strength and compassion.” Since its launch, Taith has supported an increasing number of first-time mobility providers, particularly organisations working with learners facing financial, practical or personal barriers to participation. The program has allocated more than £100,000 in additional funding to support costs such as travel documentation, transport, specialist assistance and equipment. The funding is designed to ensure learners who might otherwise be excluded can still take part in international experiences. The program’s most recent funding round received applications from organisations in 21 of Wales’ 22 local authority areas, spanning urban, rural and coastal communities. Susana Galván, executive director of Taith, said accessibility remains central to the program’s mission. “Accessibility is fundamental to everything we do – it’s what makes us different. Our focus has been on making sure international opportunities are open to learners who may not have previously seen them as an option,” she said. “By removing barriers and providing the right support, we’re helping to open up new opportunities for learners across Wales, enabling them to build confidence, develop skills and broaden their aspirations.” An inclusive approach has long been adopted by the Taith program, after it refreshed its strategy in 2023 to make international exchange more accessible. Wales is positioning itself as a welcoming hub for international education – differentiating itself from England, which is set to impose a levy on international student fees from 2028. Wales, meanwhile, has made it clear it will not be adopting the levy policy. The post Wales’ Taith program expands access to international learning appeared first on The PIE News .

7 May 2026

“Small violin” for UK university funding woes as sector urged to rebuild trust

Published this week, Shared Institutions: Perspectives on the role of universities in national and local life draws on conversations with senior figures from higher education, politics and civil society. The report sets out that while universities remain central to education, research and economic growth, their value is increasingly being questioned by both the public and policymakers – who are often unsympathetic towards the pressures facing higher education. “Drawn from deep conversations with both the friends and the critics of universities, this vital paper outlines the challenges and opportunities facing British higher education today,” said Marc Stears, director, UCL Policy Lab . “There is much to debate and argue about here, but the fundamental future for our sector is clear: if universities can demonstrate their deep commitment to serving broader society they will thrive; if they cannot they will struggle.” The report highlights highlights three overlapping challenges shaping the political climate around higher education: universities are not seen to serve working class communities universities are not seen to deliver value for students universities are not seen as being a political or government priority Contributors said many voters – particularly those who have not been through higher education themselves – do not feel universities are relevant to their lives. It suggests the expansion of higher education has, in some cases, widened the social distance between graduates and non-graduates, while recent disputes over free speech, protest and migration have reinforced perceptions that universities are culturally distant from wider public concerns. The paper also notes that policymakers often have a “small violin” for universities’ financial pressures when set against austerity elsewhere in public services – meaning they lack sympathy for institutions’ plight. Claire Ainsley, director, Centre Left Renewal Project at the Progressive Policy Institute, and a contributor to the report, commented: “Universities remain one of the best engines to power individual achievement and Britain’s economic and cultural success, at home and abroad. “But as the report shows, the value of universities is being questioned,” she said. “It makes a strong case for institutional reform so that higher education can better serve the national interest.” Despite the challenges, the report argues there is reason for optimism, suggesting universities can rebuild confidence if they are willing to take the lead on change rather than wait for reform to be imposed from outside. According to Michael Spence, president and provost, UCL, in recent years there has been “a deterioration in the social licence to operate of UK universities”. The value for money of the domestic undergraduate fee is no longer taken for granted, the great benefit brought to the UK by international students is less often acknowledged and the core role of university research in an innovative economy is not widely understood Michael Spence, UCL “The value for money of the domestic undergraduate fee is no longer taken for granted, the great benefit brought to the UK by international students is less often acknowledged and the core role of university research in an innovative economy is not widely understood; all while the essential role of universities in providing a forum for debate is more often questioned,” said Spence. “If we are to rebuild trust among the public and political leaders, it is critical that we do not shy away from addressing these issues,” he added. Similar concerns around universities’ social licence also surfaced at the recent Universitas 21 Leadership Summit, held at the University of Glasgow in April, where higher education leaders from around the world said institutions must do more to demonstrate their relevance to local communities and adopt a more outward-facing role. The post “Small violin” for UK university funding woes as sector urged to rebuild trust appeared first on The PIE News .

7 May 2026

Tennessee Tech University: A career-focused MBA built for real-world impact

There’s a version of MBAs that look great on paper – dense lectures, abstract frameworks, and concepts you’ll “apply someday” – but leave graduates scrambling to connect any of it to their actual careers. The Tennessee Tech University ‘s Master of Business Administration (MBA) is built to close that gap, turning every course into a toolkit you can reach for when you go to work, not years down the line. Designed for working professionals from all backgrounds, the Tennessee Tech MBA is a 100% online, Association to Advance Collegiate Schools of Business (AACSB)-accredited programme that puts practical skill-building first. Whether you’re looking to move up in your current role or launch something of your own, this programme is structured to meet you where you are and equip you with tools you can use right away. A curriculum built for the real world From day one, the Tennessee Tech MBA focuses on how business actually works. The core curriculum spans accounting, finance, marketing, economics, data analytics, and organisational leadership. But what makes it different isn’t what’s taught – it’s how. Rather than lectures alone, students will work through case discussions, simulations, and research projects that mirror the decisions real managers face every day. MBA faculty members have over 25 years of online teaching expertise. Source: Tennessee Tech University From there, the programme builds toward a business strategy capstone, where you will analyse competitive strategy and stress-test it through a live business simulation. That combination of strategic thinking and hands-on execution is what sets Tech MBA graduates apart. “The MBA programme has taught me how to think about all aspects of business from a managerial perspective, and we’re often asked to apply what we learn to real-life business scenarios, which is really helpful,” says student Ellen Williamson. That applied approach is intentional. The faculty builds the programme knowing that most students are already professionals with real decisions to make, so every lesson is designed to be immediately usable, not just intellectually interesting. For those who want to go further, a graduate-level certificate in Banking & Financial Services, Cyber Management & Analytics, or Healthcare Informatics can be easily woven into the programme – a straightforward way to build specialised expertise and stand out to employers. Skills you can use at once One of the Tennessee Tech MBA’s biggest strengths is timing. You don’t have to wait until graduation to see the value. With a fully online and self-paced format, students can absorb a concept one day and apply it the next. “The TN Tech MBA programme has benefitted me by providing practical workplace skills I can apply and practise in my job while pursuing my degree,” says MBA student Maggie Worley. “The flexibility of the online programme has provided me with a unique experience where I can learn concepts and immediately apply them in my own workplace.” That real-world application is what makes the Tennessee Tech MBA a career accelerator. And with 72% of students employed while enrolled, every class discussion benefits from a room full of professionals bringing real-world context to the table. Tennessee Tech MBA lets you earn a graduate certificate alongside your degree without extending programme time. Source: Tennessee Tech University Open to everyone – including non-business majors One of the most common reasons people hesitate to pursue an MBA is a lack of business background, but at Tennessee Tech, that’s not a barrier. The programme requires no prerequisite business courses and no GMAT or GRE scores. Instead, you’ll have to complete a self-paced orientation that builds foundational knowledge before coursework begins, so no one starts from behind. For Mattie Topping, who came in without a business undergraduate degree, that support made all the difference. Now starting her final semester, she says, “I can look back and confidently say my leadership, analytical, and strategic thinking skills have prepared me for the next step in my career. With the help of supportive faculty and knowledgeable professors, I am happy to say I will be graduating in May 2026 as a business professional.” Built to hit the ground running Tennessee Tech MBA graduates are ready to make an impact, not someday, but now. Recent graduate Cade MacLean has built Creekside Marketing, which helped 200+ businesses achieve measurable growth through performance-based advertising. He calls this the MBA’s “real-world results.” “What I valued most about the TN Tech MBA was learning how to combine strategic thinking with execution,” he says. MacLean calls this the MBA’s “real-world results.” Learn more about Tennessee Tech University’s MBA. Follow Tennessee Tech University on Facebook , Instagram and LinkedIn

7 May 2026

New White Paper From ClassDojo Explains How School-Family Communication Benefits Learning

Research and customer success stories highlight ways educators can close the information gap between schools and families and support enrollment stability. This post was first published on eLearning Industry .

7 May 2026

Lamar University: Take your engineering career to a higher pay grade with a master’s

Think your engineering career has gone a little stagnant? Well, think again. According to recent data, 75% of engineering master’s students secure jobs in specialised technical roles within six months of graduation. That in-depth expertise is what leads to higher starting salaries and long-term career growth, with advanced degree holders incurring a “ 15% salary premium ” over bachelor’s holders. So, if that’s the kind of career acceleration you seek, then head to Beaumont, Texas, where you’ll find the college that placed #3 in 2021 for return on investment in the US — and has consistently ranked high ever since: the Lamar University College of Engineering . One of the oldest programmes on campus, a pillar of the oil and gas industry, LU Engineering trains students to innovate within the workforce at an affordable price. They conduct projects in the classroom and beyond that keep pace with industry needs. Just look at what the community is up to. Soon, 42 will be participating in the largest intercollegiate rocket competition in the world, serving as a platform for aerospace engineers to grow skills. A chemical engineering student has successfully completed five internships across three companies: ExxonMobil, Smurfit Westrock, and Veolia. Associate Professor Dr. Maryam Hamidi received a US$833,000 award from the Texas Department of Transportation to lead AI-driven improvements to vessel monitoring and freight analysis along the Gulf Intracoastal Waterway. LU Engineering ranks #3 in the US for return on investment. Source: Lamar University For Roseline Sogbuyi — a Master’s Degree in Civil Engineering student with roots in Lagos, Nigeria — Lamar University had chosen her , rather than the other way around. Specifically, Dr. Liv Haselbach is the one who’d uncovered her hidden potential. “She has consistently helped me grow as a student, researcher, and public speaker. She strategically helps me make the right decisions, especially in choice of coursework, and is always willing to share opportunities with me,” says Sogbuyi. “Two great skills she has taught me are how to stay organised and how to get things done early.” Working alongside LU Engineering’s research experts opens doors to a goldmine of opportunity. Especially at the master’s level, courses don’t just look like attending lectures and doing homework. Class sizes are small, allowing professors to engage with students on a one-on-one basis. Courses are driven by real industry challenges, which in turn, aim to drive the economic and technological development of Texas and beyond. “I’m glad I came to LU despite my fears of being far away from home,” says Sogbuyi. “The staff have been very friendly and responsive. Faculty members have been amazing, always ready to help. I’ve made great colleagues and friends from all tribes, and my favourite part is the unique teaching method.” The top school in the state, the college hosts many student organisations across all five departments, as well as career fairs. Students get to participate in internships and co-ops through its strong ties to the local industry. In terms of research, students have access to five research centres with projects funded by the state of Texas. Each centre focuses on a specific field to solve its most pressing critical issues today. For example, the Centre for Advances in Water and Air Quality aims to solve challenges plaguing water and air quality worldwide, while the Centre for Advances in Port Management strives to conduct port and marine terminal-related research. Graduate students at LU Engineering qualify for out-of-state tuition waivers, along with US$1,000 in general graduate scholarships per year. Source: Lamar University “My experience at LU has been stimulating and incredibly enriching,” says Amirmohammad Naddaf Shargh. “I’ve worked on innovative projects, collaborated with talented peers, used state-of-the-art equipment, and pushed my research limits. The supportive faculty and resources helped me develop technical and leadership skills.” Hailing from Mashhad, Iran, Shargh chose to attend LU Engineering for that very reason. It offers a “strong combination of hands-on learning and cutting-edge research,” enhanced by the university’s strategic location and commitment to innovation. Pursuing a Doctor of Engineering , specialising in Electrical and Computer Engineering, Shargh found a programme that aligned directly with his research interests. Leading him is Dr. Hassan Zargarzadeh, Associate Professor, who runs the state-of-the-art Robotics and Intelligent Control Systems (RICS) Lab. “His insightful guidance, combined with his rich background in academia and strong industry connections, has not only sharpened my technical skills but also inspired me to think critically and pursue excellence,” says Shargh. LU Engineering’s graduate programmes is a proven path to leadership, specialised, or managerial positions that guarantee higher long-term earnings. Graduates have gone on to work at global companies, making an impact through innovative practice. Think Amazon, Nike, Lockheed Martin, SpaceX, Tesla, and more. Check out the Lamar University College of Engineering here . Follow the College of Engineering on Facebook , Instagram , LinkedIn , and YouTube .

7 May 2026

Everything you need to know about pursuing a PhD and a career in international relations

Diplomacy. Global institutions. Perhaps the occasional trip to the United Nations (UN) in New York. That could be your life if you work in international relations. But studying war, peacekeeping, and global security can also mean confronting some of the world’s most difficult truths. For Tiril Høye Rahn , working in the field has been a lifelong dream since she was 14, and she has dedicated years of her life to making it come true. Today, she has secured a job at the Norwegian Ministry of Foreign Affairs — how she got it is a whole story in itself. She has even completed a PhD in International Relations at the University of Oxford. It wasn’t a part of the plan, but there’s a reason why she decided to pursue it. “I’ve actually never had one dream position,” she explains. “Instead, I’ve had topics that I really wanted to work on. And that changes everything because suddenly, the world becomes your oyster.” Tiril Høye Rahn attended the United World College (UWC) Robert Bosch College in Germany to pursue an International Baccalaureate. Source: Tiril Høye Rahn Understanding access in UN peacekeeping missions through a PhD in International Relations Throughout her years in politics, Tiril had a question she wanted answered: What happens after peacekeepers are allowed into a country? “A lot of research looks at when states accept peacekeeping missions,” she explains. “But very little look at where those missions are actually allowed to go once they’re inside.” So, she made that her PhD thesis. To answer this, Tiril analysed 25 years of United Nations peacekeeping missions across Africa, using geospatial data to track where peacekeepers were able — or unable — to operate. Her findings revealed clear patterns. “When rebel groups commit violence, peacekeepers tend to get access to those areas,” she explains. “But when governments commit violence against their own civilians, access is often restricted.” Tiril has worked for the Nobel Peace Centre, Hedayah, the Foreign and Commonwealth Office in New York City, NATO and PRIO. Source: Tiril Høye Rahn In other words, host governments sometimes limit where international missions can travel and effectively control what the outside world can see. “I called it, ‘The power of access,’” she says. “Access itself becomes a tool in war.” The research adds an important layer to policymakers’ understanding of peacekeeping. While diplomats and practitioners often sense these patterns on the ground, academic research can systematically confirm them. “Policymakers often know these things from experience,” Tiril explains. “However, research allows you to show that it’s not just one case — it’s a trend.” She later presented her findings at the UN headquarters in New York to officials working directly on peacekeeping operations. Tiril is a Master’s and PhD in International Relations graduate from the University of Oxford. Source: Tiril Høye Rahn Here’s what it takes to work in her field The thing is, working in international relations, politics, diplomacy, or peace and security can take a toll on oneself. It can get emotional, especially when you focus on triggering or heavy topics — war, violence, and humanitarian crises. That’s not all; pursuing a career in the field takes years of dedication and sacrifice. Protecting yourself is key Tiril is aware that, with the internet and social media, consuming heavy topics 24/7 is almost the norm, but she believes it’s not healthy. So, she treats it like a job with defined hours. “I read the news during work hours, and once I end work, I try to disconnect,” she explains. This approach also applies to conversations. “These are sensitive issues,” she says. “Sometimes when people ask about them casually at a party, I’ll say, ‘That’s a really important question — let’s grab coffee tomorrow and talk about it properly.’” For Tiril, it’s about respect — both for the topic and for her personal wellbeing. Ask. Never be afraid to ask. For students considering a career in her field, Tiril emphasises that the most important step is simply reaching out, just like she did when she was 14. “One thing I always encourage people to do is talk to people who already have the jobs you’re interested in,” she says. “Ask for coffee. Ask for 15 minutes of their time. Just like how I called the Prime Minister’s office, the Ministry of Foreign Affairs, and the Nobel Peace Prize organisation.” There’s no doubt it’s a powerful strategy. “If you do it enough times, you forget the no’s and only remember the yeses,” Tiril explains. “And the worst thing that can happen is that someone doesn’t reply. Tiril is currently an advisor and a diplomatic training officer for the section for security policy and North America at the Norwegian Ministry of Foreign Affairs. Source: Tiril Høye Rahn Learn several languages, especially French Beyond curiosity and initiative, Tiril highlights a few practical skills that can make a real difference — learning one or several languages. Why? Well, languages remain hugely valuable, particularly in international organisations. “French is much more important than I realised,” she shares. “I share that as someone who wishes she spoke better French.” International exposure is key That’s not all; international exposure helps, but it doesn’t have to mean expensive programmes. “There are so many ways to experience other cultures,” Tiril explains. “Working abroad, staying with host families, volunteering — you don’t have to empty your pockets to do it.” Build a society from scratch at your university When Tiril arrived in Oxford, she noticed something was missing — a student society that fit her interests. “I was very interested in peace, security, and diplomacy, but there were no associations for it,” she shares. “I went to my principal and asked how I could get involved, and he told me to create a new one.” Tiril had only been at Oxford for a month, and she felt too new to the space to build a student association. However, over time, she heard that other students were also interested in the same field as she was. So, she founded “Oxford Diplomatic Society”, one of Oxford’s largest international affairs networks. It helps foster dialogue among diplomats, academics, and policymakers, hosting 50+ high-level discussions, reaching an audience of 15,000, and growing to over 1,000 members.

7 May 2026

A phone call about Iran at 14 led her to join Oxford, NATO & the Norwegian Ministry of Foreign Affairs

Tiril Høye Rahn was sitting in front of her television one evening at 14 years old. Forget homework, her eyes were glued to a documentary about women’s rights in Iran. “I remembered it so clearly,” the international relations graduate recalls. “It was a documentary about women’s rights after the Iranian Revolution. I was just 14, but it really stuck with me, what people, or specifically women, from the other side of the world were going through after 1979.” She wanted to do something about it. Tiril went straight to the dinner table to ask her mum how she could work on it. “Why don’t you call the Prime Minister? I think they work on issues like that.” So she did. Tiril picked up the phone and called the Norwegian Prime Minister’s office. The call started with a “hello,” followed up with: “I’m Tiril. I’m 14. And I’d like to see how I can work on issues that are happening in Iran.” The response was polite, but practical, especially for a 14-year-old with no degree or work experience. The Prime Minister’s office suggested she try Norway’s Norwegian Ministry of Foreign Affairs instead. “I said the same thing I told the Prime Minister’s office, and to my surprise, they were really kind,” Tiril laughs. “But they explained that they normally take people with a master’s degree and two years of work experience. And I had just started eighth grade.” Tiril at the Peace Research Institute in Oslo . Source: LinkedIn/Tiril Høye Rahn The life-changing phone call and a full-circle moment For many teenagers, that would be the end of the story. But for Tiril, it was just the beginning. She remembers thinking how urgent this was. So, she tried one more place: the Nobel Peace Centre in Oslo. To her surprise, they asked her to send in her CV and to come in for an interview. But there was a small problem… she didn’t have a CV — she was only 14. “I sat down and made my very first CV,” she shares. “It basically said I played volleyball and that I was the class representative.” Apparently, the eagerness to work and learn was itself a qualification. The Nobel Peace Centre offered her an internship once a week, and she said yes immediately. Tiril stayed at the Nobel Peace Centre for eight years, working part-time while finishing school. “I was the youngest employee the entire time I was there,” she says. “But it shaped my interest from a very early age.” The experience placed her face-to-face with some of the world’s most influential changemakers. One encounter in particular felt almost surreal — meeting Shirin Ebadi, an Iranian lawyer and activist who was awarded the Nobel Peace Prize for her work on human rights in Iran. “In a way, it was a full circle moment,” Tiril shares. “The issue that had first caught my attention on the TV one night was suddenly right in front of me.” Tiril has worked for the Nobel Peace Centre, Hedayah, the Foreign and Commonwealth Office in New York City, NATO and PRIO. Source: LinkedIn/Tiril Høye Rahn Chasing a dream that is “beyond reach” Perhaps the phone call helped lay the groundwork for something that, at 14, almost seemed impossible. However, to work in big organisations, Tiril knew she needed a master’s degree and two years of work experience, based on the call she had with the Prime Minister’s office. So here was her plan: Study abroad Get a master’s degree Get relevant internships Tiril was accepted into a newly opened “United World Colleges” campus in Germany, joining a cohort of just 100 students from around 85 countries. “It completely opened up my world,” she says. “I met people from countries I had never heard about before. But what really stayed with me were the friendships.” Tiril Høye Rahn attended the United World College (UWC) Robert Bosch College in Germany to pursue an International Baccalaureate. From there, Tiril continued studying abroad. She attended New York University (NYU) Abu Dhabi for a Bachelor’s degree in Political Science with a minor in Peace Studies in 2016, drawn by its global student body and the opportunity to study across multiple countries. She graduated Magna Cum Laude (top 10%) in 2020. “I could have moved back to Norway,” she explains. “But I knew what I would learn outside the classroom would be different in Abu Dhabi.” Her studies at NYU Abu Dhabi took her even further, including time in Shanghai and New York. While in the US, she secured an internship at the United Nations (UN) — something her 14-year-old self would call “beyond reach” and geek out over. “I had the chance to sit in the Security Council,” she says. “I was a Norwegian, interning for the UK mission in New York. It felt like everything in my life was coming together.” Tiril is a Master’s and PhD in International Relations graduate from the University of Oxford. Source: LinkedIn/Tiril Høye Rahn Oxford and an unexpected PhD in International Relations Tiril was one step closer to her dreams; all she needed now was a Master’s degree. So, she applied to the University of Oxford, another dream that was “beyond reach”. But she got in for a Master of Philosophy in International Relations, started in 2020 and graduated in 2022. However, another opportunity came — one she wasn’t expecting. “I was the one person in my friend group who was absolutely not going to do a PhD,” she says. “I had offers for some junior positions in international organisations.” But then came a piece of advice from a familiar voice: her mother. “She told me, ‘A junior job offer will remain at your doorstep. But the chance to do a doctorate at Oxford only comes once.’” Tiril knew her mum was right, took the advice, and never looked back. In 2022, she started her PhD in International Relations at the University of Oxford. She graduated in 2025. Her doctoral research focused on UN peacekeeping, work she combined with a practical year at NATO. Today, her efforts since she was 14 years old have paid off. Tiril has recently started her job in security diplomacy at the Norwegian Ministry of Foreign Affairs, on track to work in diplomacy — it has come full circle.

7 May 2026

US moves to end “duration of status” for F, J, and I visas; new rule could limit the time international students can study in the US

It is likely that as of September 2026, most international students in the US will need to complete their programmes in four years or less unless they receive an extension from US Citizenship and Immigration Services (USCIS). This is according to a Department of Homeland Security (DHS) proposal submitted in August 2025 that is fast moving towards implementation. Students in shorter programmes (e.g., two-year master’s) need to leave at the end of their study programme unless they receive an extension, with language students allowed a 24-month maximum term of admission, including breaks and vacation time. The DHS proposal intends to abolish the “Duration of Status” (D/S) system, which allows students to stay beyond the end-date on their I-20 form if they can prove they have legitimate reasons for an extension. The D/S system has been in effect for decades. As for when the D/S system will be formally replaced, Jill Allen Murray, Deputy Executive Director of Public Policy at NAFSA: Association of International Educators, told a 28 April webinar audience : “We do anticipate that it will happen soon. We know that the administration’s desire is certainly have [the fixed time limit rule] in place so that it would be effective for students arriving in the United States in the fall. They do have a proposed a 60-day implementation period that has to happen, so working back from that, the very latest we should see the final rule is between the end of May and end of June.” The webinar was presented by NAFSA, the International Student Resource Center, and the Presidents’ Alliance on Higher Education and Immigration, and it was devoted to preparing institutions for the impact of the rule change. What is being replaced? Under the D/S system, F and J students are allowed to surpass the admission end-date on their I-20 form if their school, college, or university determines that they are progressing in their studies. The D/S system recognises that international students need flexibility when it comes to accomplishing their study goals. For example: A student begins their journey in an English-intensive programme (IEP) and then progresses to higher education once they have become more proficient in the language; A PhD student needs more than four years to finish their programme (which is very common – the average is five to eight years depending on the source); A student completes their degree programme and then progresses to Optional Practical Training (one year) or STEM OPT (three years) to gain work experience. These are only some of the common and legitimate study pathways offered to international students under D/S. If a student needs to stay in the US for longer to complete their programmes, they apply for an extension to the Designated School Official (DSO) at their institution, who is familiar with the student’s academic progression and performance. The DSO is authorised to make extension decisions by the Department of Homeland Security. How will the extension process change? According to the proposal, the DSO will no longer have power to approve the extension request. That will transfer to US Citizenship and Immigration Services (USCIS) officials, and those officials will be permitted to “use discretion” in their decisions. The date students are required to leave the US (with a 30-day grace period) will be entered on their I-94 form, linked to their passport. Students will need to make their case for an extension directly to USCIS. Other limitations The proposal also seeks to prohibit international undergraduate students from changing programmes or schools in the first year of their studies and graduate students from doing so at any point. Extensions will not be granted to students wanting to pursue a second degree or qualification if immigration authorities deem that programme to be at the same or lower level than the initial one. The threat to OPT When the government takes over the role of education institutions in deciding if a student should have more time to complete their studies, the implications will be massive, especially for students aiming to participate in Optional Practical Training (OPT). The director of USCIS, Joseph Edlow, has indicated he is prepared to restrict access to OPT. In May of 2025 at his confirmation hearing , he said: “What I want to see would be essentially a regulatory and sub-regulatory program that would allow us to remove the ability for employment authorizations for F-1 students beyond the time that they are in school.” The OPT and STEM OPT post-study work streams are vital to US institutions’ ability to compete for international students (especially those in STEM and at the graduate level). A 2025 survey conducted by NAFSA and the Institute for Progress found that 54% of current international students would not have chosen the US if there was no OPT option. If it becomes too cumbersome, expensive, and uncertain to request an extension for OPT, demand will be extremely affected in the US’s top source of students, India. This is because Indians represent about half of all participants in OPT and STEM OPT. The implications for graduate programmes Nearly half of all international students in the US are studying at the master’s or doctoral level. The proposal includes a four-year limit for graduate programmes. Doctoral-level programmes very frequently require more time than this to complete. International student demand for graduate programmes is already down, and it will almost certainly fall further due to the proposal. Some graduate programmes in STEM could be devastated. According to IIE data, international students account for almost 70% of enrolments in math and computer science programmes and more than half in engineering programmes. In AI-related programs, 7 in 10 enrolments are international. Such statistics also illustrate the huge potential of international STEM graduates in contributing to research and innovation in the US economy. Will current students be affected? The finalised rule is expected to apply to new students coming into the US in September 2026. Current students wanting to extend their stay beyond their programme end date will likely need to submit a request to immigration authorities. It is possible there will be a six-month grace period for OPT students after the ruling goes into effect, as long as they do not leave the country. Why is D/S being replaced? The government says that the D/S setup cannot adequately address cases of fraud and visa non-compliance by international students and exchange visitors. More broadly, the change is being framed as a way to better protect national security because it will provide more opportunities for DHS to monitor the activities of international students. Students’ end-dates and activities will be more closely integrated into the US visa infrastructure. In its response to the proposal, NAFSA exposed many holes in the government’s argument – including the lack of data compromising many of its points – and explained how much of the monitoring the DHS wants to do could be accomplished by making tweaks to the SEVIS system upon which D/S relies. NAFSA has mounted a comprehensive and sector-wide effort to have the government reconsider the end of D/S or at least to significantly reconsider the proposed changes. The association has stated: “If [the proposal] becomes final, the damage done by this rule will be felt on our campuses and in our communities and will harm our country’s standing in the world.” The “sea change” ahead The need for students to file a request for an extension to USCIS will be anything but a procedural switch. As Joann Ng Hartmann, strategic initiatives leader at NAFSA says, it will be a “sea change.” It will introduce considerable uncertainty for students, for two main reasons: At present, USCIS’s processing of immigration requests has never been more backlogged. Adding international students’ requests for extensions to the backlog will only worsen the situation. Many students will face a long wait to see if their extension is approved. The granting of extensions will be in the hands of immigration officials at a time when the US government is eager to reduce the flow of foreigners into the country. In addition, it will cause chaos for schools and colleges, according to Robin Catmur-Smith, Director of Immigration Services in the Office of Global Engagement at the University of Georgia, who was a NAFSA webinar panelist. Institutions will need to change their recruitment messaging, websites, communications, and supports for incoming and current students. The administration burden – and needed budget – will be extremely high as well for the new compliance and procedural changes ahead. International student departments will in many cases have to be reorganised to advise and track different student profiles (e.g., J students, graduate students, incoming students, OPT students). What’s more, because the proposal has not yet reached its final form, institutions are in some ways flying blind as they attempt to prepare themselves, recruitment agents, current students, and incoming students for the September 2026 intake. Where does the government proposal stand now? The DHS review of comments and objections submitted by tens of thousands of respondents – including universities and peak bodies is complete and that the document is now final. NAFSA announced today that: “On May 5, 2026, DHS submitted the final rule that will eliminate F and J “duration of status” to the Office of Management and Budget (OMB) for review. We expect OMB’s review to be expeditious and for the rule to be published in the Federal Register in the not-too-distant future. The final rule will go into effect 60 days after publication in the Federal Register. Although the text of the final rule will not be available to the public until at least 24 hours before the Federal Register publication date, we surmise that it will retain most if not all of the changes included in the proposed rule.” Can the rule be challenged? In the 28 April NAFSA webinar, Andrew Lyonsberg, a partner at McDermott Will & Schulte’s Supreme Court & Appellate Litigation and Government & Regulatory Litigation practice, presented as a panelist. He spoke to the question of whether the fixed time limit rule can be legally challenged. Mr Lyonsberg, whose practice has successfully appealed past Trump administration immigration rules, says that when the final rule is published, DHS will need to present strong rationale that the need for the change outweighs the “harms” of it to students, institutions, and stakeholders or it will clear a path to litigation. If there is a challenge, it would likely be that the rule should be struck down because it is “arbitrary and capricious.” That legal terminology describes a decision made without a reasonable basis, ignoring relevant facts or logic, often appearing random, unfair, or unsupported by the evidence.” Mr Lyonsberg said that the international education community could prepare to support potential litigation by beginning to document concrete examples of harms the proposal would inflict on students, institutions, staff, and more. The larger implications NAFSA states: “We are in a global competition for talent, as other countries around the world recognize the outsized economic and social benefits of international students and exchange visitors and have implemented policies to create a welcoming environment for these students to thrive.” “If finalized, the rule will foster tremendous uncertainty for many international students and exchange visitors about whether they will be able to maintain their legal status in the United States through the completion of their studies or program, discouraging students and exchange visitors from coming here, and pushing them to look for opportunities in other countries instead.” NAFSA also has a comprehensive list of resources related to the proposal and its implications that can be found at this link including: “Preparing for the final D/S rule. How has your office started to prepare?” “Spreadsheet for advising and staffing planning” “Presidents’ Alliance Survey: Share how international talent strengthens our communities” For additional background, please see: “ What international students need to know about study and work visas in the US ” “ US: Student visa issuances fell by -36% in summer 2025; OPT uncertainty among factors affecting international student demand ” The post US moves to end “duration of status” for F, J, and I visas; new rule could limit the time international students can study in the US appeared first on ICEF Monitor - Market intelligence for international student recruitment .

6 May 2026

Federal investigation into Smith College probes whether transgender students can attend women’s schools – challenging the evolving mission of women’s education

The Smith College campus in Northampton, Mass., in October 2025. Jonathan Wiggs/The Boston Globe via Getty Images Within the past decade, most women’s colleges in the United States – including Smith College, a liberal arts college in Northampton, Massachusetts – have expanded their admissions policies, allowing transgender students to also attend. Many of these policies allow transgender women to apply, while policies for transgender men and nonbinary students vary more widely. The Trump administration announced on May 4, 2026, that it is investigating Smith College for violating Title IX , a law that prohibits discrimination based on someone’s sex. “An all-women’s college loses all meaning if it is admitting biological males,” Assistant Secretary for Civil Rights Kimberly Richey said in a statement issued by the Education Department. As a scholar of higher education who studies the experiences of LGBTQ+ students, I think it is important to recognize that women’s colleges offer a unique experience to students, including transgender and queer students. They create environments where students who are marginalized by their genders see themselves as leaders. Women’s colleges have also long been welcoming places for lesbian and queer relationships , offering community and support as attitudes about gender and sexuality have changed. Lia Thomas, a competitive swimmer at the University of Pennsylvania, walks with her coach after winning an event in March 2022. Mike Comer/NCAA Photos via Getty Images A prior focus on trans athletes Up until now, the Trump administration’s policy agenda on transgender rights and education has primarily focused on whether universities should let transgender students participate in college sports. The Trump administration froze US$175 million in federal funding to the University of Pennsylvania in 2025 because it objected to how the school allowed transgender students to participate on women’s sports teams. One trans woman athlete named Lia Thomas , in particular, gained recognition for her strong performance on the women’s swim team at Penn. The administration released the frozen funding after Penn agreed in July 2025 to block trans athletes like Thomas from participating in women’s sports. Some of the sports-related lawsuits the administration filed in 2025 – like those targeting Penn and the University of Maine for allowing trans women to participate in women’s sports – have been settled out of court. Other Title IX investigations into San José State University and the University of Nevada-Reno , for example, are still ongoing. Understanding role of women’s colleges Women’s colleges were created in the mid-to-late 1800s , when women were largely not allowed to enroll in most colleges. Women’s colleges became places where these students would be taken seriously as women and leaders. As more colleges went coeducational, women’s colleges had to explain their purpose and evolving missions over time. After World War II, for example, people said that American women who were working jobs outside the home should stop. Women’s colleges again explained their mission to the public, stating they could prepare women for the workforce and home . So, while women’s colleges were created to respond to the gendered exclusion of women, their missions have shifted as societal understandings of gender have evolved, too. Transgender students didn’t suddenly appear at women’s colleges or other higher education institutions. But in the early 2000s, more students began to openly identify as transgender , and colleges increasingly had to decide how to adjust their policies. Some older alumni of women’s colleges have expressed concern about admitting trans students, including whether allowing them affects a women’s college’s reputation, traditions or identity. These debates can matter a lot because most women’s colleges in the U.S. are private liberal arts colleges that depend on tuition payments and donations. But some alumni have supported more expansive admissions policies consistent with the broader mission of women’s education. While women’s schools have presented their own challenges for some queer and transgender students, they have long remained significant to the LGBTQ+ community. The women of Smith College’s flying club learn about airplane maintenance, flying instruction and flight logging management in September 1945. George Woodruff/Bettmann Archive/Getty Images What should women’s colleges be? The number of women’s colleges has declined sharply over the past few decades. In 1960 there were about 230 such colleges. In 2023 there were 30 women’s colleges in the United States. As more colleges became coeducational, women had more options, and many women’s colleges either closed, merged or began admitting men . This decline in women’s colleges helps explain why debates over admitting trans students to women’s colleges are so charged. Each decision becomes part of a broader question about what women’s colleges are and should be. The conversation around transgender and nonbinary students attending women’s colleges became more public in the 2010s. In 2013 Smith College denied admission to a trans woman because the student indicated that she was male on her federal financial aid forms. This resulted in a big debate between Smith alumni and students about what the school’s admission policy should be. Leading up to this point, several women’s colleges – including Barnard, Smith, Mills and Wellesley – treated trans student applicants on a case-by-case basis, or in an informal way . In 2014, Mount Holyoke, a women’s college in western Massachusetts, created one of the most expansive early policies on this issue. It allowed applications from transgender women and from some applicants who identified as transgender more broadly, while continuing to exclude cisgender men. Smith also announced a new policy in 2015 that allowed anyone who identified as female to apply and be admitted. Today, most but not all women’s colleges have their own policies regarding the admission of trans students. These policies vary: Some admit transgender women and some nonbinary applicants, while others are more restrictive. Many do not admit applicants who identify as men, including transgender men. Mixed experiences for trans students Some research finds that students overall at women’s colleges report higher levels of support – including from faculty – than students at coeducational colleges. Some transgender students arrive expecting these colleges to offer a safe and accepting atmosphere. But some transgender students have negative experiences at women’s colleges and can feel like they are being watched too closely, ignored or both. These problems aren’t just because of interactions with other people. They can also occur when trans students encounter student records, bathrooms, housing and campus rules that assume everyone is either a man or a woman, or identifies with the sex they were assigned at birth. Transgender students often report that college can feel less welcoming to them. Research on trans college students shows that academic, cocurricular, peer and institutional contexts shape how welcoming or alienating campus feels . My research with other colleagues also examines how trans and queer students thrive in college, whether at co-ed or women’s colleges. Many form close-knit communities and are vital members of their campuses. The difficulties trans students face are not inherent to being trans. I believe they are produced by policies and systems that marginalize them because they are trans. Barring transgender people from attending women’s colleges would block a higher education pathway for transgender and queer students. Women’s colleges were created in response to gender inequality. I believe this history should push them to keep making college more open and supportive for students excluded because of gender. Alex C. Lange receives funding from the Spencer Foundation.

6 May 2026

The History Of Blended Learning

Blended learning is a hot topic in the eLearning industry, but how much do you really know about this interactive and engaging learning strategy? When did blended learning make its debut, and how did it evolve into what it is today? Let's explore the history of blended learning. This post was first published on eLearning Industry .

6 May 2026

Canada’s first Inuit-led university is coming to Nunavut — here’s why it matters

The small community of Arviat, Nvt., has reportedly been selected to host the main campus of Inuit Nunangat University , the first Inuit-led university in Canada. The institution is expected to open in 2030. Inuit Tapiriit Kanatami (ITK), which represents Canada’s 70,000 Inuit , passed a resolution to develop the university in 2017, “ marking a significant step toward self-determination in higher education .” The vision and plans for the university reflect a common saying among the Indigenous Peoples of the Prairies: “ Education is the new buffalo .” It alludes to the importance of buffalo to Indigenous Peoples prior to the animal’s near-extinction in the late 19th century, and the importance placed on education today. This emphasis on education is partly a response to colonial policies that systematically denied Indigenous Peoples access to quality education for generations. The consequences of that history are still seen today. While there is a gap in employment rates between Indigenous and non-Indigenous adults overall, the gap essentially disappears for those with a bachelor’s degree or higher . In this context, the establishment of a university is more than the creation of educational institution. It’s a way to combat the injustices of the past and develop the Indigenous economy, which also helps fund Indigenous self-determination. Not the first Indigenous university Inuit Nunangat University will not be the first Indigenous-led university in Canada. That distinction is most often attributed to the First Nations University of Canada in Saskatchewan, which started as the Saskatchewan Indian Federated College in 1976. The university itself does not appear to claim the distinction on its website, perhaps because of the long history of Indigenous-led post-secondary institutions that predate or parallel it across Canada, from the Wilp Wilxo'oskwhl Nisga'a Institute in Gitwinksihlkw, B.C., which is federated with the University of Northern British Columbia, to Kiuna College in Odanak, Que. The existence of these institutions reinforces the value Indigenous Peoples see in education — a statement that may surprise those who associate Indigenous education primarily with the residential school system. Read more: National Day for Truth and Reconciliation: Universities need to revisit their founding stories Yet, as the Truth and Reconciliation Commission’s final report mdae clear , the schools were incredibly poor at actually educating Indigenous children; those who succeeded academically did so despite the system rather than because of it. The schools were designed primarily around assimilation and labour , not academic learning. That failure, and the determination to correct it, is one of the reasons why members of Saddle Lake Cree Nation occupied the Blue Quills Indian Residential School in Alberta in 1970 and demanded the right to run it themselves Elder Louis Lapatack from Saddle Lake Cree Nation speaks about life at the Blue Quills Residential School. (City of Edmonton) After a 17-day sit-in, then-minister of Indian Affairs Jean Chrétien transferred operations to the Blue Quills Native Education Council. The council eventually transformed it into the Indigenous-run and operated University nuhelot'įne thaiyot'į nistameyimâkanah Blue Quills . Education as a form of investment Many First Nations, Métis nations and Inuit communities fund post-secondary education for their members, often through partnerships with Indigenous Services Canada . There is a broad recognition that investing in education benefits the nation and community, and the number of Indigenous Peoples obtaining a bachelor’s degree or higher has been increasing . That is one reason for the numerous Indigenous led post-secondary institutions across Canada. Another is that, while Indigenous Peoples are theoretically free to attend any post-secondary institution in the world, many institutions are not located near their communities. This matters more than it might initially appear. According to the 2021 Census, there is a clear correlation between remoteness and lower levels of post-secondary education. The share of Indigenous adults with a post-secondary qualification was significantly higher in areas closer to economic centres. Building schools to be closer to home, rather than expecting Indigenous students to travel or move away from home, is the logic behind Inuit Nunangat University. Designing from the inside out There are also benefits to having institutions under Indigenous control. Indigenous-led post-secondary institutions can develop curriculum and programs that are directly tailored to the needs and desires of their communities. They also treat Indigenous knowledge systems as foundational rather than supplementary. For generations, Indigenous ways of knowing were delegitimized. Western disciplines defined what counted as knowledge, and Indigenous Peoples who entered those institutions were expected to set aside their own epistemologies. Most Canadian universities are attempting to address this through changes grouped under the term “Indigenization,” but questions remain about whether such changes actually address underlying colonial structures or simply work around them. Indigenous post-secondary institutions are, in principle, better positioned to make more fundamental changes. Nowhere is this better seen than in the six proposed faculties of Inuit Nunangat University , which reflects an Inuit take on programs and courses that differs from the standard structure of Canadian universities. This includes Inuktut language immersion . Other Indigenous institutions have already led the way on language-based degrees. The Nicola Valley Institute of Technology and the aforementioned Wilp Wilxo'oskwhl Nisga'a Institute have created language-based degrees for Nłe?kepmx and Nisga'a in partnership with the University of British Columbia and University of Northern British Columbia respectively. A barrier dismantled Between 1876, when the Indian Act was first passed into law, until its 1920 amendment, status Indians lost their Indian status if they earned a degree and/or worked in certain professions. For decades after, the most significant barrier to education was the failure of the Indian Residential School system to actually educate Indigenous children. Both forms of exclusion have now been formally dismantled, though their effects persist in the gaps that remain. More and more Indigenous Peoples are pursuing post-secondary education, and institutions designed specifically to support that pursuit are a central part of how those gaps close. The Inuit Nunangat University, opening in Arviat in 2030, will be part of that process. Daniel Sims is a member of the Tsay Keh Dene First Nations. Currently he holds an Insight Grant as well as an Explore Grant from the Social Sciences and Humanities Research Council (SSHRC) to research failed economic developments and concepts of wilderness in Tsek'ehne traditional territory (the Finlay-Parsnip watershed).

6 May 2026

Why Most LMS Platforms Fail To Drive Engagement

Many organizations struggle with low engagement in corporate training, even when using modern LMS platforms. This article explores why most LMS solutions fail to motivate learners—and what HR and L&D teams can do to change that. This post was first published on eLearning Industry .

6 May 2026

Universities unite behind Nepal’s “10k int’l student” ambition

With Nepal’s new governance reform roadmap introducing measures for international students and researchers, including multi-entry visas of up to five years, vice-chancellors, former education ministers, academic leaders and policymakers came together to discuss how the country can attract students from around the world. The discourse, titled ‘Nepal’s Readiness for Internationalising Higher Education’, was organised by StudyInNepal in collaboration with Tribhuvan University, alongside representatives from Kathmandu University, Pokhara University, Purbanchal University, Lumbini Buddhist University and Rajarshi Janak University. The discussions focused on opportunities and challenges in Nepal’s education sector, with stakeholders calling for stronger policy support, visa simplification and global promotion to help raise international student numbers from the current 1,200–1,500 annually. “With stronger university engagement, international student numbers could realistically grow to 3,000 in the near term. With supportive policy reforms, it has the potential to reach 10,000 students within the next three years,” Bikalp Raj Pokhrel, co-founder of StudyInNepal.com and vice-president of the Educational Consultancy Association of Nepal, told The PIE News . “Some institutions have already shown encouraging results — for example, Kathmandu University reports around 12% international graduates, while Lumbini Buddhist University continues to attract a growing number of students, particularly from China.” Just last year, amid discussions around overhauling Nepal’s education system and offering free visas to international students, The PIE learnt that specialised programs were being identified as key to expanding the country’s global appeal. According to Pokhrel, programs centred around yoga and Buddhism, affordable medical education, Himalayan and glacier studies, sustainability and experiential learning could help Nepalese universities build distinct academic identities. While institutions such as Lumbini Buddhist University and Kathmandu University are already attracting international interest in areas ranging from Buddhist studies to medical education and hydropower, emerging institutions like Narmaya Yog University are also being viewed as having strong potential in Himalayan and life-skills-based education. Tribhuvan University’s recent focus on glacier studies is also seen as carrying strong international appeal, with northern India, Buddhist-majority countries, China, Africa, Europe and the Nepali diaspora emerging as key focus markets for Nepal’s internationalisation ambitions. “Nepal’s geographic advantage also plays a key role. Its open border with Indian states like Uttar Pradesh and Bihar creates strong opportunities to attract medical students. In fact, medical colleges under Tribhuvan University are already enrolling a considerable number of students from India,” Pokhrel said. “At the same time, Kathmandu University is attracting medical students from countries like Maldives and Sri Lanka, showing Nepal’s growing regional appeal. Beyond degree programs, Nepal is already attracting European volunteers through cultural exchange, community engagement and experiential learning initiatives.” Policymakers increasingly recognize that attracting international students can strengthen institutional credibility, build confidence among parents and students, and gradually reduce outbound student flow Bikalp Raj Pokhrel, StudyInNepal While ministers and stakeholders at the StudyInNepal discourse highlighted Nepal’s affordability, experiential learning opportunities and safe environment as key strengths, the country continues to see strong outbound mobility, with nearly USD 1 billion spent annually on overseas education, according to Pokhrel, despite government efforts to rein in “brain drain” through reforms to the No Objection Certificate process. “Overseas education has become one of the major contributors to the country’s trade deficit, alongside sectors like petroleum, food and vehicles,” stated Pokhrel. “Policymakers increasingly recognise that attracting international students can strengthen institutional credibility, build confidence among parents and students, and gradually reduce outbound student flow.” Quality challenges, political interference and inadequate infrastructure continue to affect Nepal’s higher education sector, with hundreds of campuses facing closure in recent years due to declining enrolments as students seek better prospects abroad, prompting education unions to call for higher public spending on education. While Pokhrel highlighted reforms such as a new national qualification framework, dual-degree permissions and government plans to allow international universities to establish campuses in Nepal, further policy and institutional support is still expected. “Encouragingly, we are receiving timely engagement and access to MPs and policymakers, which shows growing interest and openness toward this initiative,” stated Pokhrel. “Looking ahead, support is expected in key areas such as policy facilitation, visa simplification, regulatory clarity, quality assurance, infrastructure development, and global promotion of “Study in Nepal.” The post Universities unite behind Nepal’s “10k int’l student” ambition appeared first on The PIE News .

6 May 2026

Is Your LMS Content Actually Accessible? A Faculty Checklist

Learn how to make LMS content accessible with a faculty checklist. Improve accessible eLearning and meet WCAG 2.1 compliance standards. This post was first published on eLearning Industry .

6 May 2026

College students are noticing their AI-smoothed writing sounds strong — and not like them

Generative AI has become a part of everyday student life in Canada. While institutions focus on misconduct and detection, a deeper shift is happening, one that concerns identity. A recent KPMG Canada report finds that 73 per cent of students use generative AI for schoolwork, and nearly half say it is their “first instinct.” Also significant is the finding that many students also report feeling uneasy, worried that their use may be seen as cheating. The study is based on a survey of 684 university, college, vocational and high school students within a larger sample of 3,804 Canadians (aged 18+), on how people are adopting generative AI. In my doctoral research on STEM education in Ontario colleges, I’m exploring how AI is transforming not only how students write but also how they perceive voice, legitimacy and what it means to be themselves. Academic policies can define what constitutes cheating, but they do not address a more subtle concern: if AI helped write my assignment, will I still be seen as capable, and will my work represent me? Read more: What are the key purposes of human writing? How we name AI-generated text confuses things Identity takes shape through writing Writing is more than a technical skill. It is one of the primary ways students structure and elaborate ideas, demonstrate competence and position themselves as emerging professionals. This is particularly significant in STEM, where programs are often closely linked to specific career paths . Students are expected to begin positioning themselves as future professionals through how they communicate and present knowledge. At the same time, STEM fields are often seen as primarily technical or data-driven, with writing treated as secondary. Yet research shows that communication is central to scientific practice , shaping how knowledge is constructed, interpreted and shared. Communication shapes how knowledge is constructed, interpreted and shared. (Allison Shelley/EDUimages) , CC BY-NC AI is part of envisioning career paths Even beyond this, when science students write assignments, they also undertake what social and cultural theorists describe as “identity work.” Through writing, students build narratives that let them explore how they might belong in particular worlds or professional fields. In my research, I examine how STEM programs operate as cultural worlds with implicit rules about what counts as smart, credible and legitimate participation. Students interpret rules and adjust how they portray themselves in their work. This identity work is shaped by prior experiences, confidence with disciplinary language and alignment between personal interests and the STEM career paths they see as being available to them. AI is now part of that process. ‘Kinda generic’ In my research, I have observed college STEM classes, taken field notes and spoken with a cohort of students multiple times over a two year period about their work. I often hear a version of the same concern: the AI-generated draft is technically strong, but “it does not sound like me.” This concern reflects the insight that “voice” or “sound” in writing is a signal of legitimacy. In my collaborative work on cultivating student agency , I use the idea of “ becoming alive within science education ” to describe moments when students can bring more of themselves — their perspectives, ways of thinking and experiences — into how they learn and express ideas. Yet institutions often favour more standardized forms of writing. AI can intensify this by making a fluent, generic style instantly available. For some students, this lowers barriers and supports access. For others, it feels like self-erasure. One student put it this way: “It’s better writing, yeah, it sounds good and helps get a better grade. But it’s kinda generic. Like anyone could’ve written it, not just me.” This recurring pattern in the data points to a broader tension: phrasing, structure and tone in writing carry traces of identity, traces AI can smooth or erase. How we think about ourselves Many of us have likely noticed that AI tools can improve the quality and efficiency of writing and may also lead to more uniform outputs, reducing variation in how ideas are expressed . These concerns are echoed in education guidance. Read more: Slanguage: Why AI’s stylistic negation — ‘it’s not X, it’s Y’ — is both annoying and doesn’t work UNESCO warns that AI systems can shape how knowledge is produced and expressed, raising questions about human agency and originality. Canadian policy discussions similarly highlight both the opportunities and risks of AI for student learning and authorship. Taken together, these insights suggest how beyond only assisting human writing, AI shapes how voice is expressed and how we think about ourselves . Policy catching up Canadian post-secondary institutions are still determining their approach to AI. Many policies aim to balance flexibility with oversight, allowing limited AI use while emphasizing disclosure and addressing risks such as fabricated citations, bias and privacy issues. Yet institutions also acknowledge challenges in enforcement . As policies evolve, uncertainty remains. Students must navigate what is permitted, what constitutes their work and whether it truly reflects who they are. STEM and belonging In Canada, participation in STEM fields remains uneven across gender and other social dimensions such as race, Indigenous identity, socioeconomic status and immigrant background . Many students already question whether they belong, making recognition deeply consequential. If AI-generated writing becomes the implicit standard for “good work,” students may begin to locate competence in the tool rather than in themselves. Students who rely on AI may question the authenticity of their success, while those who avoid it may feel at a disadvantage. What can educators do? Rethinking learning design is important. Students should not have to guess what is acceptable. Assessments should focus on process that makes students’ thinking visible, not just product. Significantly, writing in one’s own voice must be treated as a skill worth developing. Read more: ChatGPT is in classrooms. How should educators now assess student learning? In practice, this can be as simple as asking students to explain how they used AI in an assignment, or compare an AI-generated paragraph with their own and discuss what changed in tone, clarity and reasoning. Instructors might also ask students to revise AI-polished text so it reflects their own thinking, or to identify where their interpretation and uncertainty matter. These and other small shifts help foreground not only what students produce but also how they think and position themselves in their work . AI is here to stay. The question is whether STEM classrooms will help students use these tools without losing their voice, their agency and their sense of belonging. Nurul Hassan Mohammad does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

6 May 2026

Sanjeev Vidyarthi, Anant National University

Describe yourself in three words or phrases. One would be intellectually curious, second student-oriented — fittingly, my name Vidya means ‘knowledge’ in Sanskrit — and third, a lifelong learner. What do you like most about your job? The focus on institution building, creating a 21st century school that can stand among the best anywhere in the world. Describe a project or initiative you’re currently working on that excites you. Currently, what occupies most of my bandwidth is finding the best people. We may have world-class infrastructure in the pipeline, but schools are not just about buildings and laboratories — they are equally, if not more, about people. Bringing together the best faculty and students so that real magic can happen is what takes up much of my attention. What’s a piece of work you’re proud of – and what did it teach you? I’m especially proud of my scholarship and the six books I’ve written, each covering a different aspect of Indian architecture, urban planning and design. When I went to graduate school, I realised there was very little written on Indian cities and design techniques, so I ended up writing the book I myself had wanted to read 20 years ago. What’s a small daily habit that helps you in your work? Oh, I read a lot — my wife teases me about it all the time. What’s one change you’d like to see in your sector over the next few years? One major change I truly appreciate is the growing recognition of design in India . We are paying far more attention to design than before — whether through airports, railway stations or metro systems — and I believe that if society continues to value better design, the overall quality of life in the country can improve significantly in the coming decades. What idea, book, podcast or conversation has stayed with you recently? One of our board members — a former chairperson of the Competition Commission of India and a prominent business leader — recently pointed out that nearly 80% of India’s urban landscape for 2047 is yet to be built. That gives a sense of the scale of planning, development and construction still ahead, and if it can be done well, sustainably and efficiently, it could transform quality of life across the country. What’s one piece of advice you’d give to someone starting out in this field? My advice would simply be to train well, be confident and go out and conquer the world, because this period truly belongs to young Indians. It is an incredible moment for India, and having seen different parts of the world, I genuinely believe the country has become a beacon of hope for much of the free world — young people today have immense opportunities, as long as they remain patient, keep working hard and pursue what they want with confidence. The post Sanjeev Vidyarthi, Anant National University appeared first on The PIE News .

6 May 2026

Why Your LMS Dashboards Are Lying To You: Completion Rates ≠ Skill Growth

Completion rates don't measure real skill growth. Learn how skills-mapped learning connects training to measurable business outcomes that leadership actually cares about. This post was first published on eLearning Industry .

6 May 2026

Additional learning needs present a key challenge for the incoming Senedd

Rawpixel.com/Shutterstock The upcoming Senedd elections may shift the balance of power in Wales. Any new government must immediately grapple with the significant ongoing challenges of embedding educational reforms across the additional learning needs system. Recent policy proposals to change the system of support for children with special educational needs in England have brought a heightened focus on how education systems might best support all learners. In Wales, special educational needs and disabilities are referred to as additional learning needs (ALN). Wales reached a major milestone in August 2025 when the ALN code came fully into effect, four years after its publication. Despite the devolution of education and increasing divergence in education policy between Wales and England, the ALN code in Wales shares some similar ambitions to England’s recent policy plans. These reforms in Wales sought to increase the rights and autonomy of children and young people. They provide statutory individual development plans for those needing anything additional to universal learning provision. They also extend support for learners aged up to 25. The intention is to improve consistency and strengthen multi-agency collaboration across education, health and social care. The progress of reform The additional learning needs reforms in Wales reflect a commendable shift towards rights-based, person-centred planning and autonomy for children and young people and their families. This is also a key tenet of the Curriculum for Wales . This has been implemented since 2022 in primary schools, and gradually over subsequent years in secondary schools. The curriculum framework has a focus on learner voice and providing a broad, purpose-led and flexible curriculum. It is designed to ensure that even those from disadvantaged backgrounds or with complex needs are supported to access a meaningful education. However, a number of challenges remain with embedding the ALN reforms across Wales. A key issue relates to the identification of learners with ALN. Under the new system, there has been a 53% decrease in the number of learners being identified as having ALN. This is despite a reported increase in children presenting with more complex needs , indicating that learning needs may in fact be increasing. Data also suggests that it is those with low to moderate needs who are much less likely to be formally identified. It has been suggested that this reduction could be due to children who might previously have been identified with ALN being catered for through an improved universal offering. Some students may be missing out on support. New Africa/Shutterstock However, teachers have reported that the proportion of learners in their classes with ALN has increased over the past five years. A majority – 65% – of teachers in Wales reported that there were learners in their classes who still needed additional support, but were no longer identified as having ALN following changes in identification criteria. Lacking resources This has caused hugely increased workloads in attempts to provide adequate learner support. At the same time, the number of in-house specialist staff to advise and support delivery has dramatically reduced . Without the resources to support more learners with additional needs, many teachers have reported that children are often not receiving the education they are entitled to. There have been significant strides towards developing inclusive schools across Wales. Even in the best cases, though, there is a long way to go. In reality, the overall picture behind the reduction in identification of ALN indicates issues with identification criteria and resources, and whether the current policy encompasses all children in need , rather than a sudden shift to high quality inclusive education. Schools report an increase in local authorities refusing requests for assessments or access to support for struggling learners. They have suggested the bar is being raised for access to support, without clarity or transparency. There’s also a clear indication from specialist staff in Wales that they have insufficient time to fulfil their ALN duties. This suggests that processes and resources for identifying learners with ALN are playing a significant part in the reduced identification. Many learners could be slipping through the net, rather than experiencing effective inclusive provision. This tension between policy intent and practice is familiar territory when it comes to inclusion. There are ongoing concerns that legislative reform has outpaced operational readiness and available resources, leading to a crisis point . This crisis is exacerbated for Welsh-medium learners. The policy intention is for a fully bilingual system . But finding Welsh-medium specialists and honouring language preference is proving challenging. This has lead to families struggling to find support in their preferred language . Such battles are at odds with both Welsh Language policy and the principles of Person-Centred Planning and autonomy that are central to the reforms. Whatever the outcome of the Senedd elections, educators and families across Wales will be hoping for an increased sense of momentum and urgency. They’ll also be looking for a commitment to sustained and appropriate levels of funding to ensure learners in Wales can be supported to access their education. Emily Roberts-Tyler does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

6 May 2026

Rankings displays do not build social licence, say HE leaders

In an era in which government support is not always solidly displayed for higher education, universities must do more to demonstrate relevance to local communities. Speaking at the Univeristas 21 Leadership Summit in Glasgow, which brought 31 world-leading universities together, Anton Muscatelli, former principal and vice-chancellor at University of Glasgow, said institutions must take a broader, more outward-facing approach. Demonstrating impact is not just about graduate earnings or economic impact, he said, sharing insights from work done for the University of Glasgow’s civic strategy. “[People are asking]: what’s it doing for me? What’s it doing for my community?” The comments come amid growing debate globally around universities’ ‘social licence’ – the extent to which they are trusted and seen as delivering public good. Michael Wesley, deputy vice-chancellor, global, culture and engagement at University of Melbourne in Australia, went further, stating, “rankings are, I think, absolute poison in terms of social licence” He continued, “When much of the public hears about a university like Melbourne trumpeting its rankings, what they’re thinking is, ‘Oh, there you go again. It’s all about you and your privilege and your prestige, and you don’t really care about anyone else.” Wesley distilled his view on how universities need to better engage. “We’re going through a detailed mapping process of what we are actually doing and then we’re going to say: what aren’t we doing? Where are the communities that we need to play a positive role with, and working more with them, being a lot more present.” He cited polling in Australia which revealed a broad swathe of the public who “when we probe into it, they don’t understand what universities do”, beyond educating people. “People just don’t understand what research is, and I think we’ve got an enormous challenge in educating people about what research does and why it’s important for society, and we’ve been failing for a long time.” Also joining the debate was Jess Lister, director (education) at UK polling agency Public First , who shared data which revealed a majority of UK adults polled agreed or strongly agreed that universities prioritised status and ranking over how students fared after leaving university. She told The PIE , “In the UK, our research shows that social licence is as much to do with what a working-class parent in Nottingham, Glasgow or York sees as the benefit of higher education to their family and their town as it is Nobel prizes, league tables, and REF impact.” “The public is not primarily asking whether higher education is ‘good’ in the abstract. They are asking whether universities are on their side, whether students get a fair return, whether local communities can see the benefit, and whether public money is being used for outcomes that feel real. That is a much tougher test for institutions to meet.” Examples of successful strategy and engagement were shared by Muscatelli – such as community grants, partnerships with further education colleges, and involvement in regional initiatives such as health innovation hubs. Perhaps the starkest critique came from a global health practitioner working in Nigeria, who argued that communities often experience universities as extractive. Deborah Adeniran, programs and partnership manager, International Cancer Centre Abuja said that communities often see researchers come in, take data, publish high‑profile papers and then leave, prompting people to ask what they themselves gain from the process. Despite thousands of academic papers on cancer care in Nigeria, she noted that fewer than 0.1% have been implemented in practice. She argued that communities feel used, and that many participants don’t even understand what the research was about. She called on universities to “show up before the problem”, co-design projects with communities, and share both credit and resources. Insights from the US and a Yale University study also pointed to a further complication: trust appears inversely linked to institutional prestige. Polling cited in the discussion found that community colleges in the US are the most trusted institutions, while elite universities such as the Ivy League are among the least trusted. “The more elite an institution, the less social licence it has,” Wesley noted. He added a warning: “When you lose social licence, populist governments, or populist leaning governments, will follow with regulation, and poorly designed regulation, which is even more damaging for universities.” The post Rankings displays do not build social licence, say HE leaders appeared first on The PIE News .

6 May 2026

Sustainable agriculture master’s degrees: 3 North American universities changing the way we produce food

The world is changing the way it produces and thinks about food. The global sustainable farming sector was valued at US$15.35 billion in 2024 and is projected to reach US$34.90 billion by 2034, while the broader sustainable agriculture market is expected to hit US$26.14 billion by 2030 . Keeping pace with these shifts demands more than surface-level knowledge. Employers now seek specialists who can lead on climate-smart farming and food system resilience. With a master’s programme in sustainable agriculture, you’ll get to build the depth to do just that, positioning you to step into senior roles that sit at the intersection of science, policy, and practice. The urgency behind this goes beyond good career prospects. According to the FAO’s 2024 Statistical Yearbook , 733 million people remain undernourished globally – 152 million more than in 2019 – making advanced expertise in this field a prerequisite for solving the most consequential food challenges of this generation. Here are three universities in Canada and the US offering high-impact sustainable agriculture master’s degrees: The University of Guelph’s Master’s in Sustainable Agriculture prepares students for careers in Canada’s agriculture and food sector. Source: University of Guelph University of Guelph The global food system is under pressure, and the people who understand how to fix it are in high demand. The Master of Sustainable Agriculture (MSAg) at the University of Guelph ’s (U of G), Ontario Agricultural College (OAC) trains you to be one of them – and with U of G ranked #1 in Canada – and 14 th in the world – for agriculture and forestry (QS World University Rankings by Subject, 2026), the credential carries serious weight. The MSAg is a 16-month, course-based, career-focused master’s programme with no thesis requirement. You’ll build skills across data analysis, agricultural economics, supply chain management, and agri-food technology, grounded in real industry practice from the start. Every semester builds deliberately on the last, combining field-based learning with opportunities to visit agricultural operations across Ontario, giving you firsthand insight into how modern, innovative and sustainable agricultural practices are shaping today’s agri-food sector. “Our first semester at U of G’s Ridgetown Campus is very well-integrated in the agriculture space,” says Pranshu , a student from the inaugural cohort. “We gain the theoretical knowledge as well as the practical knowledge.” That balance carries through the entire programme. Semesters two and three move to the main Guelph campus, where you can specialise in either Plant Agriculture, Livestock Agriculture, or Environmental Sciences. The depth you build there feeds directly into your fourth and final semester: a paid internship inside an agri-food organisation, where you’ll graduate with real connections and real experience. From there, you’ll be stepping into a network of 35,000 OAC alumni working across agronomy, sustainability consulting, food policy, environmental management, and beyond. The MSAg is one of several graduate pathways at OAC. The college also offers the Master of Plant Agriculture , the Master of Food, Agricultural and Resource Economics , and a range of research-based MSc and PhD programmes. University of Georgia’s College of Agricultural & Environmental Sciences students learn directly from researchers advancing new methods and technologies for agriculture and environmental sustainability. Source: University of Georgia/Facebook University of Georgia The University of Georgia ‘s College of Agricultural & Environmental Sciences (CAES) is all about caring for global ecosystems and equipping the next generation of leaders. Ranked #5 among public universities in the US for agricultural sciences, CAES is dedicated to discovering and delivering the science required for healthy living. Two graduate programmes in particular stand out for anyone working at the intersection of food systems and sustainability. The Master of Agribusiness (MAB) is a professional degree built for the space where agricultural science and business strategy meet. Rather than a thesis, it channels 36 credit hours into case-based instruction, quantitative methods, and business analysis. The 24-hour core covers economic tools, food marketing, financial management, and agribusiness management. Twelve elective hours let you go deeper into futures and options markets, international agricultural marketing, environmental economics, and water resource management. The programme culminates in a paid internship with a regional or national agribusiness firm alongside a technical report, meaning you graduate with documented industry experience already in hand. For those drawn toward the science side of sustainable food production, the MS in Crop and Soil Sciences offers a Sustainable Agriculture concentration. The research-based degree requires a minimum of 30 graduate credit hours, a thesis, and a faculty advisory committee. Students submit a programme of study in their first semester and a thesis proposal by the end of their second semester, an early structure that maintains research momentum from the start. Both programmes are based at UGA’s main campus in Athens, Georgia, within a research-intensive environment with strong industry ties across the Southeast. Financial assistance is available on a competitive basis through departmental research assistantships. Iowa State University’s Sustainable Agriculture programme trains students to think across disciplines and address real-world challenges in food security and environmental quality. Source: Iowa State University/Facebook Iowa State University Iowa State University opened its doors in 1869 as one of the first land-grant universities in the country, built on the idea that higher education should be practical and rooted in real-world problems. Agriculture has been central to that mission ever since. The university’s agriculture and forestry programmes now rank #7 globally in the 2026 QS World University Rankings. That legacy feeds into the MS in Sustainable Agriculture . The graduate programme combines knowledge and problem-solving skills from the agricultural sciences with ecology, the social sciences, and ethics. What makes it stand out is its track record – it was the first programme in the US to offer both an MS and a PhD in Sustainable Agriculture, and it remains the only graduate programme where students can pursue a genuinely interdisciplinary curriculum covering the biological, social, and economic dimensions of sustainability. That breadth is structural, not incidental. The programme runs across 21 departments – spanning Agricultural and Biosystems Engineering, Agronomy, Economics, Sociology, Landscape Architecture, Political Science, and more – with faculty cooperating to offer courses and direct research. As such, you won’t be siloed into one department; your work can genuinely cross lines. The curriculum is anchored by core courses like Foundations of Sustainable Agriculture and Agroecosystems Analysis. You’ll study agroecological principles and the social relations underlying farming and food systems, while amassing experience with sustainable techniques along the way. If food systems interest you more than farm systems, the MS in Food Science and Technology is worth a look. It has three specialisations – Functional Food and Packaging, Food Safety and Quality, and Green and Sustainable Food – that cover the post-harvest side of the same sustainability conversation. *Some of the institutions featured in this article are commercial partners of Study International

6 May 2026