Insight, opinion, and analysis from the GSS Pathway editorial staff — covering education, careers, technology, and the future of professional learning.
In the race to deploy digital learning tools, many institutions have made the platform the protagonist and the teacher the supporting character. The result is a curriculum shaped by what the software can do rather than what the learner needs. It is time to reorient the conversation.
Read essayProfessional certificates are more accessible than ever. But as their volume grows, so does a quieter problem: learners who collect credentials without building the underlying competence those documents are meant to represent.
The education community is split on whether artificial intelligence tutors threaten the role of the human educator. A more useful question is what AI tutors can do well, and how educators can leverage that space rather than compete with it.
Many school leaders inherit strategic plans that look impressive on paper but collapse under the weight of daily operations. Real strategy in education is not a document — it is a lived set of priorities that every teacher can name.
Free courses have democratised access to knowledge across the globe. Yet completion rates remain stubbornly low. The problem is not the price — it is what free signals about commitment, structure, and the perceived stakes of learning.
Online learners are more connected than ever, yet many report profound isolation. The platforms that will define the next decade of professional education are those that treat cohort, accountability, and peer exchange as first-class features, not afterthoughts.