EDC’s Shelley Pasnik is interviewed about how schools can respond to students creating explicit deepfakes. She highlights the importance of engaging students as partners to establish norms and boundaries around this emerging technology, finding ways to discuss deepfakes in existing curriculum, and updating school codes of conduct.
EDC’s Andrés Henríquez discusses the growing interest among Gen Z in green and blue work, and what it will take for this next generation to launch fulfilling careers and make a real impact on climate change.
In an opinion piece, EDC’s Andrés Henríquez argues that climate change presents an opportunity to transform our education system by preparing students for the green and blue economies, while also tapping these young people’s passion for a better world.
In an op-ed written for Second Chance Month, Basia Skudrzyk and Michael Saine with EDC’s STEM Opportunities in Prison Settings program call for urgent policy action that unlocks the potential of system-impacted individuals by providing realistic pathways to well-paying jobs.
EDC’s Ariana Riccio discusses a solar science curriculum developed by NASA’s Neurodiversity Network that allowed students with learning differences to learn about the 2024 solar eclipse.
New emotions, such as anxiety and ennui, emerge as kids become teens. EDC's Janna Kook explains why the new emotions showing up in Disney and Pixar’s Inside Out 2 reflect how young people at this stage begin to develop more abstract thinking, increased curiosity, and complex feelings.
In a Q&A, EDC’s Shelley Pasnik urges edtech companies to consider child development, not just commercial goals, when designing artificial intelligence (AI) products.