Latest news with #K12Education
Fast Company
7 days ago
- Fast Company
Teachers are warming up to using AI in classrooms
Generative AI platforms have sent shock waves through the K-12 education sector since the public release of ChatGPT nearly three years ago. The technology is taking hold under the belief that students and teachers need to be proficient in these powerful tools, even though many concerns remain around equity, privacy, bias, and degradation of critical thinking among students. As a professor who teaches future educators and is part of an AI-focused working group, I have observed the potential for artificial intelligence to transform teaching and learning practices in K-12 schools. The trends I am seeing—and that I encourage—are for K-12 educators to use AI to shift from memorization and rote learning to instead emphasize critical thinking and creativity. Jumping in the deep end After the public release of ChatGPT in late 2022, some large school districts initially banned the use of AI due to concerns about cheating. Surveys also reflected worries about chatbots fabricating information, such as references for school papers, in addition to concerns about misinformation and biases existing in AI responses to prompts. Students, on the other hand, tended to jump into the deep end of the AI pool. Common Sense Media, which offers recommendations on children's media consumption, published a report in 2024 showing that students were using AI-supported search and chatbots for homework and to stave off boredom as well as other personal reasons, including 'creating content as a joke, planning activities, and seeking health advice.' Most of the teachers and parents of the students in the study were unaware that students were using the technology. In my work at Drexel University teaching graduate students who are aspiring school principals or superintendents, I found that in 2023, K-12 students were afraid of using AI due to the policies implemented in their districts banning it. However, it quickly became apparent that students were able to mask their use of AI by instructing AI to insert some mistakes into their assignments. Meanwhile, despite teachers' initial concerns about AI, approximately 60% of K-12 teachers now admit to using AI to plan lessons, communicate with parents, and assist with grading. Concerns over students cheating still exist, but time-strapped teachers are finding that using AI can save them time while improving their teaching. A recent Walton Foundation and Gallup study revealed that teachers who used AI tools weekly saved an average of 5.9 hours per week, which they reallocated to 'providing students more nuanced feedback, creating individualized lessons, writing emails, and getting home to their families in a more reasonable time.' Opening up new ways of teaching I recommend that my graduate students use AI because I think ignoring emerging trends in education is not wise. I believe the benefits outweigh the negatives if students are taught ethical use of the technology and guardrails are put in place, such as requiring that AI be cited as a source if students use it in coursework. Advocates say AI is changing teaching for the better, since it forces teachers to identify additional ways for students to demonstrate their understanding of content. Some strategies for students who rely too heavily on AI include oral presentations, project-based learning, and building portfolios of a student's best work. One practice could involve students showing evidence of something they created, implemented, or developed to address a challenge. Evidence could include constructing a small bridge to demonstrate how forces act on structures, pictures, or a video of students using a water sampling device to check for pollution, or students designing and planting a community garden. AI might produce the steps needed to construct the project, but students would actually have to do the work. Teachers can also use AI to create lessons tailored to students' interests, quickly translate text to multiple languages, and recognize speech for students with hearing difficulties. AI can be used as a tutor to individualize instruction, provide immediate feedback and identify gaps in students' learning. When I was a school superintendent, I always asked applicants for teaching positions how they connected their classroom lessons to the real world. Most of them struggled to come up with concrete examples. On the other hand, I have found AI is helpful in this regard, providing answers to students' perennial question of why they need to learn what is being taught. Thought partner Teachers in K-12 schools are using AI to help students develop their empathetic skills. One example is prompting an AI to 'redesign the first-day experience for a relocated student entering a new middle school.' AI created the action steps and the essential questions necessary for refining students' initial solutions. In my own classroom, I've used AI to boost my graduate students' critical thinking skills. I had my students imagine that they were college presidents facing the loss of essential federal funding unless they implemented policies limiting public criticism of federal agencies on campus. This proposed restriction, framed as a requirement to maintain 'institutional neutrality,' requires students to develop a plan of action based on their knowledge of systems and design thinking. After each team developed their solution, I used AI to create questions and counterpoints to their proposed solution. In this way, AI becomes a critical thought partner to probe intended and unintended outcomes, gaps in students' thinking, and potential solutions that might have been overlooked. AI researcher Ethan Mollick encourages educators to use AI as a springboard, similar to jazz musicians improvising, as a way to unleash new possibilities. Mollick advises people to partner with AI as co-intelligence, be the human in the loop, treat AI as a coworker, albeit one that needs to be prodded for evidence, and to learn to use it well. I concur. Changing perspectives on AI Some early studies on the effects of using AI in education have raised concerns that the convenience of generative AI will degrade students' learning and erode their critical thinking skills. I think that further studies are needed, but I have found in my own work and in the work of my graduate students that AI can enhance human-produced work. For example, AI-powered teaching assistants, like Khanmigo or Beghetto Bots, use AI to help students solve problems and come up with innovative solutions without giving away the answers. My experiences with other educators on the front lines show me that they are beginning to change their perspectives toward students using AI, particularly as teachers realize the benefit of AI in their own work. For example, one of my graduate students said his district is employing a committee of educators, students and outside experts to explore how AI can be used ethically and in a way that won't erode students' critical thinking skills.
Yahoo
08-07-2025
- Business
- Yahoo
PowerSchool Announces Antonio Pietri as Next CEO, Effective October 6, 2025
Hardeep Gulati to transition after more than a decade of transformative leadership as company enters next growth phase FOLSOM, Calif., July 08, 2025--(BUSINESS WIRE)--PowerSchool, a leading provider of cloud-based software for K-12 education serving over 60 million students and 18,000 school districts worldwide, today announced that Antonio Pietri, former President and CEO of Aspen Technology, will join the company as Chief Executive Officer effective October 6, 2025. Pietri will succeed Hardeep Gulati, who led PowerSchool for more than a decade and will continue as Senior Advisor to the CEO and Board supporting the transition. "This transition reflects a shared commitment to PowerSchool's long-term success. Hardeep has been an outstanding partner in leading the company through a decade of transformation and growth. Antonio's expertise in scaling and operating vertical software firms adds the leadership experience to drive PowerSchool's transformation and deliver exceptional software solutions to a growing number of administrators, educators, parents, and students worldwide," said Dave Humphrey, Partner at Bain Capital. "Hardeep has been instrumental in establishing PowerSchool's strong foundation and momentum. This transition reflects his commitment to the company's continued success. We look forward to supporting Antonio and the PowerSchool team as they continue advancing the mission to transform K-12 education through innovative software solutions," added Max de Groen, a Partner at Bain Capital. Pietri brings extensive experience growing technology-driven companies in asset-intensive industries. As President and CEO of Aspen Technology since 2013, he led the publicly traded software company through sustained growth and a successful acquisition by Emerson in early 2025. Under his leadership, Aspen Technology became a market leader in industrial software solutions. Pietri combines deep operational expertise, unrelenting customer focus, and a proven ability to build high-performing teams that deliver results in product-led software businesses. "PowerSchool is uniquely positioned to shape the future of K-12 education technology," said Pietri. "The company has built a strong foundation under Hardeep's leadership, and I look forward to working with this talented team to accelerate our mission of delivering education software that drives better student outcomes and empowers educators nationwide." "Leading PowerSchool has been the greatest privilege of my career," said Gulati. "Over the past decade, our team has built the most comprehensive K-12 education platform, now making a meaningful difference in the lives of more than 60 million students and educators around the world. Most importantly, we have advanced our mission to personalize education for every learner. As I work alongside Antonio to support a smooth transition, I do so with deep gratitude and pride in the legacy we have built." About PowerSchool PowerSchool is a leading provider of cloud-based software for K-12 education in North America. Its mission is to empower educators, administrators, and families to ensure personalized education for every student journey. PowerSchool offers end-to-end product clouds that connect the central office to the classroom to the home with award-winning products including Schoology Learning and Naviance CCLR, so school districts can securely manage student data, enrollment, attendance, grades, instruction, assessments, human resources, talent, professional development, special education, data analytics and insights, communications, and college and career readiness. PowerSchool supports over 60 million students in more than 90 countries and over 18,000 customers, including more than 90 of the top 100 districts by student enrollment in the United States. © PowerSchool. PowerSchool and other PowerSchool marks are trademarks of PowerSchool Holdings, Inc. or its subsidiaries. ** Other names and brands may be claimed as the property of others. View source version on Contacts Media Contact We. Communications for PowerSchoolWE-PowerSchool@ (503) 443-7155 Error in retrieving data Sign in to access your portfolio Error in retrieving data Error in retrieving data Error in retrieving data Error in retrieving data
Arabian Business
07-07-2025
- Business
- Arabian Business
Taaleem's revenue up 18.5% to $268mn on capacity increase
Taaleem, UAE's leading K-12 premium education provider, said its operating revenue grew 18.5 per cent year-on-year (YoY) to AED984.2 million (US$ 268 million) for the first nine months of academic year 2024-25 as enrolment rose 19.2 per cent YoY to 16,678 students in its premium schools and capacity was up 28 per cent to 21,574 seats with the additions of two new schools. Net profit reached AED242.3 million (US$66 million) in the first nine months, up 7.6 per cent YoY, with a stable net profit margin of 24.6 per cent, reflecting a decline of 2.5 percentage points from the prior-year period. Taaleem recorded an EBITDA of AED378.9 million (US$103.2 million), an 11.8 per cent YoY increase, as gross profit grew by 14.9 per cent YoY, recording AED493.5 million (US$134.4 million). During the first nine months of the academic year, Taaleem expanded premium school capacity by 28 per cent through the acquisition of LLFP Meydan and the launch of DBS Jumeira. The group also announced in May that it is expanding into the early education segment through the acquisition of Kids First Group (KFG), a leading GCC nursery operator. The transaction is set to add 34 nurseries to Taaleem's portfolio. The company's premium and super-premium expansion continues, with DBS Mira on track to add 1,800 seats in AY2025-2026, and Harrow School Dubai receiving KHDA approval and securing a land lease in a prime location in Dubai. Khalid Al Tayer, Chairman of Taaleem, commented: 'During the first nine months of the year, we achieved meaningful growth across our premium and government partnership segments, supported by disciplined execution and a clear focus on quality. 'A key milestone this quarter was the announcement of our second Harrow International School in Dubai. Following initial approvals from KHDA and the signing of a land lease for a prime campus, which will accommodate up to 1,800 students, it is scheduled to open in the academic year 2026. This development marks a step forward in our super-premium strategy, emphasising our commitment to delivering world-class education. 'With our portfolio now comprising 38 schools and a student body exceeding 41,300, we remain well-positioned to capture further growth opportunities.' Alan Williamson, Chief Executive Officer of Taaleem, added: 'Our strong financial performance, driven by an 18.5 per cent YoY increase in operating revenue and a 7.6 per cent YoY rise in net profit, highlights the resilience of our business model and sustained demand for high-quality education across the UAE. 'These results underscore the scalability of our model and our ability to deliver value at scale. In parallel, we accelerated investment across our platform, with CAPEX reaching AED600.3 million (US$163.5 million), or 61 per cent of operating revenue, as we invested in acquisitions, new schools, and existing schools. This was supported by an increase in total debt to AED551.2 million (US$150 million), in line with our growth strategy, while our financial position remains strong with net debt at just AED 17.4 million (US$4.75 million). 'In the pipeline, we have the asset-light acquisition of KFG, poised to benefit from rising demand in the early education segment while maintaining financial prudence. With our acquisitions and expansions on track, we remain firmly focused on expanding our impact across the UAE's education landscape.' Premium schools remain the cornerstone of Taaleem's operations, contributing 87.6 per cent to operating revenues. The segment comprises 12 owned and operated schools offering British, IB, American, and French curricula across eight established brands. Premium schools' utilisation stood at 77.3 per cent, declining 5.7 per cent YoY due to the increased capacity, with utilisation levels expected to normalise over the coming terms during the ramp-up phase of newly launched schools. The segment's student-teacher ratio improved slightly to 13.1. The company operates 26 government partnership schools and nurseries under long-term agreements with key public sector entities, including the Department of Education and Knowledge, Knowledge Fund Establishment, and Emirates Schools Establishment. Total capacity across the government partnerships portfolio reached 33,555 seats, up 28.6 per cent YoY, while enrolment rose 3 per cent YoY to 24,685 students. The number of schools increased to 26, following the addition of four nurseries in Q2.
Yahoo
03-07-2025
- Politics
- Yahoo
NC House, Senate pass bills to ban DEI in public schools, universities and state government
Image: Adobe Stock This story has been updated. North Carolina lawmakers voted this week to approve three Republican-backed bills that would restrict diversity, equity and inclusion programs in public schools, universities and state government. The Republican-led state Senate passed both education measures earlier this year. They now head to Democratic Gov. Josh Stein. Senate Bill 227 targets K-12 education, while Senate Bill 558 focuses on public colleges and universities. The bills would prohibit what sponsors describe as 'divisive concepts' from being taught in the classroom. These measures are part of Republican-led efforts to dismantle diversity, equity and inclusion initiatives across the public sector — in government, higher education and K-12 education. Several Democratic representatives denounced the legislation targeting K-12 schools and universities as harmful in Wednesday's House floor debate. 'It is un-American to be anti-diversity, equity and inclusion,' said Rep. Amos L. Quick III, D-Guilford. Opponents also contend the bills will chill academic freedom and honest discussions about historical oppression and that the prohibitions are vaguely worded. 'What this bill does is chill teachers. They will be reluctant… to teach about the Trail of Tears, or Japanese internment camps… some of these things that are crucial to North Carolina history,' said Rep. Marcia Morey, D-Durham. Separately, the North Carolina Senate on Wednesday passed House Bill 171, ('Equality in State Agencies/Prohibition on DEI') which would ban state agencies from promoting, supporting, funding, implementing or maintaining workplace DEI, including in hirings, dedicated staff positions and offering or requiring DEI training. State workers who violate the measure could be subject to removal, a fine of up to $5,000 and potential civil litigation. And the state auditor's office, currently held by Republican Dave Boliek, would conduct 'periodic' audits of agencies to assure compliance. Sen. Danny Britt, R-Hoke, described the bill as ensuring 'everyone should be treated equally across the board.' An amendment adopted on the Senate floor added provisions that would require internal grievance processes before civil actions can be filed. Another amendment would require that only a prevailing party could receive attorney fees. The bill had originally seemed to indicate that complainants who challenged alleged DEI activities unsuccessfully could receive them. Britt stated he believes this change 'would eliminate, or at least greatly reduce, the number of unfounded DEI claims.' Sen. Val Applewhite of Cumberland County said the bill is not about protecting merit. 'It's about protecting privilege. It's about fear, fear that as this nation grows more diverse… the grip on power by a shrinking few is slipping away.' After a brief debate, the House voted to concur with Senate amendments to the bill on Thursday morning on a 60-48 partisan vote. The bill now heads to Gov. Stein. To overcome a potential veto from Democratic Gov. Josh Stein, House Republicans would need at least one Democrat to vote with them if all members are present. In the Senate, Republicans have enough votes along party lines to override a veto on their own. No action from Stein expected until after lawmakers depart from Raleigh for a summer break.
Zawya
01-07-2025
- Business
- Zawya
GEMS Education launches GEMS School Management to deliver world-class schools globally
GEMS School Management offers a comprehensive 'school-in-a-box' solution for K-12 education New service will build and operate exceptional schools for school groups, governments, investors, and developers GSM introduces its proprietary ASPIRE model to enable rapid, turnkey school delivery around the world Backed by GEMS Education's 65+ years of global expertise and successful outcomes in running high-performing schools DUBAI, United Arab Emirates – GEMS Education today launched GEMS School Management (GSM), a bold new venture designed to deliver exceptional, future-ready schools in partnership with governments, investors, developers, school groups, and communities worldwide. The programme has already attracted considerable interest and is in advanced talks with customers in eight different markets with more inquiries coming in. Built on more than 65 years of excellence in global K-12 education, GSM offers complete end-to-end solutions – from school design, curriculum planning and operations to staffing, training, systems integration and safeguarding. Whether creating new schools or transforming existing ones, GSM will deliver end-to-end solutions. At the heart of GSM is its proprietary ASPIRE model – a 'school-in-a-box' framework developed by leading educators across GEMS' global network. ASPIRE empowers partners to quickly deploy fit-for-purpose schools – be they British, American, International Baccalaureate (IB), Indian or local curriculum – that meet the highest international standards while reflecting community needs. Each model includes curriculum plans, architectural guidance, recruitment and training, technology infrastructure, and hundreds of pre-developed operational systems and processes. GSM is designed to take the complexity out of launching or elevating a school for its customers. From safeguarding protocols and inclusive education practices to data systems, marketing strategies, and timetable frameworks, GSM provides every element required to open a high-quality school – even within a 12-month timeframe. Partners benefit from GEMS' ability to recruit top-tier educators, deliver staff training, and provide digital systems that support teaching, learning, and parent engagement. Robert Tarn CBE, Managing Director of GEMS School Management, said at the global launch of GSM: 'We're working with partners who want more than just good schools – they want schools that set benchmarks. GSM brings the full force of the GEMS ecosystem to the table – from outstanding educators and global best practice to fully costed, turnkey models. 'Whether you're a government, a developer, or a school group seeking to scale or improve outcomes, we are ready to help you deliver.' He added: 'Our partners often have the vision, the site, and the capital – what they need is deep educational expertise. That's where GSM comes in. We've done the thinking, built the model, and can be ready to open a high-impact school – with the right team, systems and students – in as little as 12 months.' Crucially, GSM is designed for flexibility. Partners can select from multiple curriculum-aligned models – from premium British or American schools to mid-market Indian or IB schools – each customisable to the social, regulatory, and financial landscape of the location. In addition to new builds, GSM also offers bespoke enhancement contracts for existing schools and systems, helping them scale, improve, and benefit from GEMS' economies of scale and procurement advantages. Sunny Varkey, Chairman and Founder of GEMS Education, said: 'Every child deserves access to world-class education, no matter where they are. GSM is how we share our legacy, our expertise, and our belief in education's power to change lives with partners who share our vision. Together, we will build schools that shape not only futures, but nations.' From premium schools in capital cities to affordable community schools in under-served areas, GSM offers adaptable models and tailored contracts that meet specific regulatory, cultural, and educational goals. To explore how GEMS School Management can support your next school or national education initiative, contact: info@ or visit: About GEMS School Management (GSM) GEMS School Management (GSM) is the global advisory and operations arm of GEMS Education, established to deliver world-class K-12 schools in partnership with governments, investors, developers, and school groups. Backed by over 65 years of GEMS' educational expertise, GSM offers a comprehensive 'school-in-a-box' solution that includes school design, curriculum planning, recruitment, training, technology integration, safeguarding, and operational systems. At the heart of GSM is its proprietary ASPIRE model – a turnkey framework enabling the rapid delivery of high-performing schools across a range of curricula including British, American, IB, Indian, and national systems. Designed for both new builds and the transformation of existing schools, GSM's flexible, fully costed solutions are tailored to meet local needs while adhering to the highest international standards. GSM is currently in advanced discussions across eight international markets, supporting visionary partners to build and operate schools that set new educational benchmarks. To learn more, visit or contact info@ or About GEMS Education Every day, GEMS Education has the privilege of educating more than 200,000 students from over 176 countries through its owned and managed schools around the world. With nearly half a million alumni who have influenced countless lives, GEMS is recognised as one of the most impactful education groups globally. Founded in the UAE in 1959, GEMS Education is the largest and most respected K–12 private education group in the world, with a track record of providing diverse curricula and educational opportunities to families from all socio-economic backgrounds. What began as a single school in a private home in Dubai remains a family business to this day. Its inspiring Chairman and Founder, Sunny Varkey, and his sons, Dino Varkey, the Group Chief Executive Officer, and Jay Varkey, the Deputy Group Chief Executive Officer, continue to provide vision, insight, and strategic leadership across the organisation. Through its growing school network and philanthropic initiatives, GEMS is committed to fulfilling its vision of putting a quality education within the reach of every learner, everywhere. Each year, GEMS students graduate to join the world's leading universities. Over the past five years alone, they have been accepted into over 1,050 universities in 53 countries – including all eight Ivy League institutions in the United States and all 24 Russell Group universities in the United Kingdom. GEMS alumni have gone on to successful careers in all sectors around the world, including a large proportion reaching CEO and C-suite status. For further information about GEMS Education, visit or contact: Shilpa Johnson, Senior Account Executive, Four
