InsideOut Ed

The New York Times: No puedes “gamificar” una educación real. La obsesión por hacer que aprender sea siempre “divertido” ha llevado a llenar las aulas de pantallas, juegos y estímulos rápidos. Pero educar no es entretener: es exigir atención, esfuerzo y pensamiento profundo. La tecnología debe ser una herramienta complementaria, no el centro del aprendizaje. nytimes.com/2026/04/19/opi…

Elizabeth Strout’s The Things We Never Say extends her cumulative project of mapping ordinary American lives with moral and emotional precision. The novel centers on a schoolteacher whose life, relationships, and inner fractures unfold through a series of intimate revelations.

An interesting piece for its insights: falling “healthy life expectancy” may mask stable physical health and worsening mental health, especially among young adults. Summary metrics can blur causality and misdirect policy attention where nuance is needed most.

Very interesting article. It highlights how AI can improve performance but also induce “cognitive surrender.”

An important intervention: linking child health, nutrition, and learning. Policy debates often silo these domains, missing how early care, caregiving quality, and development shape long-term outcomes.

India is narrowing gender gaps in education: girls now outnumber boys from school to PG, with women at ~51.5% of higher ed enrolment. Female GER rose to 30.2% vs 28.9% for men. Yet STEM participation remains low, and transitions are uneven despite falling dropout rates.

With student A.I. use/abuse now ubiquitous, professors and teachers are killing off take-home essays and papers. Students are writing inside the classroom, often by hand. It's part of the big rethink happening on tech and learning. My new report here: nytimes.com/2026/04/30/us/…

Stress isn’t simply harmful. Research shows a “sweet spot” where manageable stress sharpens focus, builds resilience, and improves long-term health. Too little dulls, too much harms. The task is calibration: brief, controllable stress can strengthen the mind and body.

#IndigenousKnowledge is disappearing. And with it, solutions we can't afford to lose. UNESCO is updating its Policy on Engaging with Indigenous Peoples to strengthen dialogue, co-creation and accountability across education, culture, sciences and communication. As world leaders gather for #UNPFII25, discover how UNESCO is driving change: unesco.org/en/links #ForThePeople #WeAreIndigenous

In this guidance note, we put forward a practical framework for measuring and reporting implementation in education. We also share a toolkit and resource package the What Works Hub for Global Education is developing to support implementation measurement. wwhge.org/resources/meas…

This article examines the producers of global education policy knowledge by analysing the authorship of education-related publications of UNESCO, the OECD, and the World Bank. tandfonline.com/doi/full/10.10…

Originally tailored for the Indonesian context, it has been adapted into a Global Edition to provide a high-level strategic framework for country leads navigating complex policy frontiers worldwide. edtechhub.org/case-study/str…

As official development assistance declines, the education funding gap in low-income countries widens. Philanthropy can play a vital role in catalyzing new capital into education. mckinsey.com/industries/soc…

Making ITE programs attractive and selective Providing relevant content delivered by skilled teacher educators Incorporating quality field placements Aligning institutions for responsive and efficient ITE Enhancing quality assurance processes openknowledge.worldbank.org/server/api/cor…

The report highlights actionable measures such as integrating appropriate practices into teacher education and professional development, protecting teachers’ preparation time, and enabling school-level adaptation informed by system-wide evidence. documents.worldbank.org/en/publication…

"A new book on mothering interrogates how maternal roles were constructed by the patriarchy — and the history of women’s resistance.": tribunemag.co.uk/2026/04/radica…

A 2025 study out of M.I.T. cautioned that “the integration of LLMs into learning environments may inadvertently contribute to cognitive atrophy.” This danger hasn’t slowed the advancement of A.I. in schools. newyorker.com/culture/progre…

Biesta’s intervention is fundamentally normative. He repositions education as a practice concerned with freedom, judgment, and responsibility, resisting its reduction to measurable learning or developmental processes and insisting on its ethical and political stakes.

The necessity of the school: Schools are justified not by delivering skills alone, but by providing access to “really useful knowledge,” counter-socialization, and spaces for subject formation beyond market and social pressures.

Biesta’s argument, in this article, is a sustained attempt to reclaim education as a distinct normative and existential practice, rather than allowing it to be reduced to learning, measurement, or psychology. onlinelibrary.wiley.com/doi/10.1111/ed…