教育的「快」从来不在技术上，而在人心接受的速度上。这周，两边都在加速。

这周坐下来翻新闻的时候，有一个感受越来越强烈：AI教育的叙事，在悄悄换挡。以前大家讨论的是「AI会不会替代老师」「ChatGPT能不能写作业」这类有点遥远的哲学问题；这周的新闻看下来，你会发现这些问题已经过时了——技术正在以产品、以制度、以资本的方式，真实地渗入教学的毛细血管。

但有意思的是，越是这样的时候，越需要停下来想一想：这些东西到底解决了什么问题？又制造了什么新问题？

一、政策在定调，比很多人预期的更坚决

这周最「重」的消息，其实是半个月前埋下的——5月11日至12日在杭州举办的2026世界数字教育大会，余波一直荡漾到本周。教育部部长怀进鹏在会上做了一场主旨演讲，标题是《智能时代的教育变革与发展》。同一天，《人工智能教育杭州倡议》发布，会上签了20项国际合作项目，覆盖欧洲、非洲、东南亚、中亚。

紧接着，5月22日，教育部联合发改委、工信部、科技部、国家数据局，五部门联合印发了**《「人工智能+教育」行动计划》**。这份文件把「十五五」期间「AI+教育」拆成四大任务：课程体系建设（基础教育开齐AI课、高等教育纳入公共必修）、教学深度融合（赋能学生学习、教师教学、学校治理、科研）、基础环境搭建、以及国际交流。

坦白说，这个节奏比我预期的要猛。过去两年，教育系统对AI的态度一直是「谨慎乐观」——嘴上说着拥抱，实际操作层面小心翼翼。但这次不一样。怀进鹏在演讲里用了一个词叫「奇点时刻」，他说人工智能正以其「引领性、战略性、颠覆性力量」推动教育进入这个时刻。能在一场由教育部部长亲自站台的国际会议上把话说得这么重，信号已经很清晰了：这不是选择题，是必答题。

一个细节值得注意：大会发布的八项成果里有一份叫《中国智慧教育发展报告（2025—2026）》，这标志着AI教育正式从「概念验证期」被官方认定为进入「规模化应用期」。对行业里的人来说，这句话的分量不亚于融资到账。

二、Anthropic估值近万亿美金，跟教育有什么关系

5月28日，研发Claude大模型的Anthropic宣布完成650亿美元H轮融资，投后估值9650亿美元，一举超越OpenAI（8520亿美元），成为全球估值最高的AI创业公司。年化收入470亿美元，大概率今年二季度首次盈利。

很多人看到这条消息，第一反应是看热闹：AI圈又出大事了。但我仔细读了Anthropic关于教育场景的布局描述之后，觉得这件事对教育行业的信号比想象中要深。

Anthropic在教育上的思路很独特。他们明确说：Claude对学生不是给答案的，而是引导思考的——像一个教练或导师，不是抄作业的工具。对老师，提供API帮老师分析数据、整理资料、设计个性化提问。对学校管理者，用AI把「因材施教」从口号变成可规模化的系统。

这个定位很聪明。它绕开了「AI让学生变懒」的舆论陷阱，把自己放在了一个教育价值上更容易被接受的生态位上。而且别忘了，Anthropic这一轮的投资方里包括美光、三星、SK海力士三家存储巨头，他们不光是投钱，还是业务的战略绑定者。这意味着AI基础设施的竞赛正在和教育应用场景深度耦合。

一个近万亿美金的AI公司，把教育作为核心落地场景之一来认真规划——这不是在教育圈讲AI故事，是AI圈在认真讲教育故事。这个角度值得玩味。

三、课堂里的AI，这周出现了两个有意思的「拐点」

第一个是飞象老师2.0。

5月26日，国内教师AI Agent平台飞象老师发布了2.0版本。表面上看，只是把「AI教学动画」升级为「AI互动课件」，但其实背后的变化是结构性的。以前的AI工具停留在「帮老师生成材料」层面——写个教案、出个题、做个PPT。飞象老师2.0在尝试一件事：老师上传一份教案，系统理解教学目标、重难点和学情后，直接生成一整套可上课的HTML交互课件，包括知识讲解、游戏化练习、课堂数据实时回收。

这意味着什么？AI从「备课辅助」进入了「课堂组织」。以前是老师拿着AI生成的素材自己串，现在是AI帮你把课「跑起来」。一个一线老师的评价挺戳我：「AI的价值不是替代谁，而是承接那些琐碎耗时的工作，让我们更专注地做那些只有老师才能真正去做的事——读懂文本、读懂学生，设计那些有真实流动的课堂瞬间。」

第二个是字节的豆包课堂。

豆包爱学App悄悄在底部Tab栏上线了「豆包课堂」功能。这个产品最有意思的地方是，它用了字节的Seedance视频模型来做沉浸式AI视频课。比如讲《七步诗》，先AI生成一段将你拉入历史语境的情景短片，再逐句解析字词含义和考点。

这个产品逻辑跟传统网课完全不同。传统网课是人拍视频、人讲、人剪辑，成本高、周期长、内容固化。豆包课堂是AI生成视频+AI组织教学内容，成本极低、内容可以动态调整。这让我想到多知网那篇评论里的一句话：「AI教学视频开始从便宜但不稳定，走向便宜且可打磨」。这才可能让AI真正进入教学内容生产的核心环节，而不只是「做几个炫酷的演示视频」。

两个产品，一个面向老师端，一个面向学生端，但它们在做同一件事：让AI不再是一个「外挂」，而变成教学流程本身的「操作系统」。

四、杭州首个AI特长班：家长群里吵翻了

这周社交话题度最高的一条，是云谷学校获批设立了杭州首个高中「人工智能创新应用特色班」，2026年招16个人。

潮新闻做了一篇深度报道，里面讲了一个细节：记者采访了一家人，妈妈张羽动了心，儿子回答「妈，我不去」。一个家庭的分歧，折射出的其实是整个中国中产家庭在AI时代的教育焦虑。

这件事之所以能成为话题，不是因为16个招生名额有多重要，而是它逼着每个家长去回答一个没标准答案的问题：走那条被验证过的路（重点高中、传统高考、稳定升学），还是踏入一种正在形成的可能（创新素养、真实能力、面向未来）？

教育学者熊丙奇的点评也很有意思。他说，AI时代家长最应该培养孩子的不是「会用AI工具」，而是自主学习、自主管理、自主规划这三个能力——因为AI时代最大的挑战不是技术本身，而是「未来的不确定性增强」，应对不确定，靠的从来不是一门课或一个特长班。

我的看法是：云谷这个班开得很好，但不该只有一个。如果只有一所学校、一个班、16个人，那就变成了精英教育的小众实验。真正的方向应该是：每个学校都能提供AI素养的基础培养，五部门的《行动计划》里其实已经写了这一点——「基础教育阶段确保开齐开足开好人工智能课程」。关键在于执行，在于乡村和城市之间的鸿沟怎么填。

五、两个「小切口」，比很多宏大叙事更有力

写到这里，我不想只列大事，有两件这周的「小事」值得一说。

一件是北京海淀办的首届中学生人形机器人足球赛。比赛规则很有意思：全场零遥控、无外部干预，机器人必须自主完成识别足球、判断路线、躲避对抗、协同攻防。冠军是中央民族大学附中，亚军和季军分别是海淀教师进修实验学校和人大附中航天城学校。

这不只是一场比赛。当一群中学生写的算法能让机器人自己在场上跑位、传球、射门，你在课堂上跟他们讲「什么是AI」「什么是算法」「什么是多智能体协同」——他们不需要你讲了，他们已经亲手做了。

另一件事是安徽省消保委5月27日发的一条消费提醒，直接点名AI学习机的「虚假宣传」「批改出错」「作文评语千篇一律」。还有街头「免费送AI学习机」骗局，专坑老年家长。数据也摆在那：作业帮以32.6%份额领跑学习平板市场，76%的家长把AI教学深度列为选购第一因素——市场在狂奔，但「技术红利不能替代产品品质」这句话，这周读起来特别刺眼。

两件事放在一起看，你会发现一条隐隐的张力：AI教育的「上限」在拉高（机器人踢足球），但「下限」也在暴露（挂羊头卖狗肉的学习机）。这可能是行业接下来最需要正视的问题。

写在最后

这周整体看下来，我最大的感受是：AI教育正在从一个「被讨论的未来」，变成一个「被体验的当下」。

怀进鹏说教育进入了「奇点时刻」；Anthropic用近万亿估值告诉资本市场AI教育是可规模化的生意；飞象老师和豆包课堂在尝试让AI真正进入课堂而不是停留在宣传片里；云谷的AI特长班逼着每个家长做选择；机器人足球赛证明了一件事——最好的AI教育，不是教孩子怎么用AI，而是让他们自己去造。

但消保委那条消费提醒也在那里，像一个煞风景但必不可少的注脚：技术可以跑得很快，信任只能一步一步建。

下周会怎样？不知道。但这一周的信号已经很明确了——教育圈对AI的态度，正在从「要不要」变成「怎么要」。这个转变，可能比任何一项具体的政策或产品都更重要。

素材来源清单：

寻找“低谷” ：回收学校的创造力

原文标题: Finding the “low way”: Reclaiming creativity in schools
来源: eSchoolNews | 发布时间: 2026-05-28
原文链接: 点击阅读原文

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Key points:

• It’s time to encourage and celebrate student creativity

• The 4 keys to creating meaningful student-led inquiry

• How educators are shaping the future of edtech

• For more news on student creativity, visit eSN’sInnovative Teachinghub

When my daughter was little, every time we climbed into the car, she’d look up and ask, “Are we going to take the low way?”

It took me embarrassingly long to realize what she meant. To her, the “highway” was a place where we got stuck in traffic—a “high” duration (I guess…), and therefore, bad. She wanted the “low way”: the shortcut. That’s not what those terms mean (if they mean anything), but she recognized a problem—being stuck in the car—and used the tools she had to invent a solution.

This is the essence of creativity: the decisions we make to get from Point A to Point B when the path isn’t known. Humans develop and demonstrate this skill from the very beginning of life. Yet, as a2024 reportin theJournal of Creative Educationhighlights, there is a notable absence of structured creativity learning in U.S. classrooms. While many countries are leaning into creativity in education, the United States has been slower to follow. Why do we enter school fearless and inventive, yet leave cautious and constrained? Creativity isn’t lost, it’s just seldom encouraged.

The orthodoxy trap

Kindergartners often outperform adults and CEOs in creative problem-solving tasks like theMarshmallow Challenge. Not because they’re smarter, but because they haven’t yet internalized the assumptions about how things are supposed to work. They’re less likely to believe there is only one right way, so they experiment more freely.

As we move through school, we internalize those assumptions. We learn how things are supposed to work—and gradually stop looking for other ways they might. The challenge isn’t structure itself, but how quickly we start to treat boundaries as fixed, and how little freedom students sometimes feel to explore or question them.

In the name of assessment and accountability, schools often over-rotate towardKnowledge, Skills, and Abilitiesbecause they are easy to observe, measure, and compare across cohorts. Creativity, by contrast, is messy, iterative, and difficult to quantify. So, we tend to prioritize what can be assessed quickly and clearly—things with defined answers and predictable paths.

But creativity only really flourishes in the presence of knowledge. It thrives when students understand something well enough to apply it to new or unfamiliar situations. The question, then, isn’t whether assessment and accountability matter—they do—but we also need to make space for the kinds of thinking that allow students to explore, revise, and discover solutions that aren’t already known.

From subject-matter-driven to experience-driven

We often treat school subjects like isolated basketball skills: dribbling, crossover technique, chest pass. A student can master every skill and still be paralyzed in a real game. A game isn’t a coordinated series of skill demonstrations—it’s a series of decisions made within a complex and unpredictable flow. You might win not by running a flawless set play, but by embracing chaos and forcing the opponent into mistakes. That pivot—from the “right” way to the “effective” way—is where creativity begins.

This mirrors what researchers describe as the challenge of learning transfer. Students can demonstrate skills in structured practice, but applying those same ideas in messy or unfamiliar situations is a completely different cognitive task. As learning scientist James W. Pellegrinooften notes, there’s a critical difference betweenknowingsomething and being able tousethat knowledge in context. Creativity emerges in that space when learners must apply what they know in situations that are unpredictable, dynamic, and unscripted.

This is the shift from Subject-Matter-Driven toExperience-Driven Education: the difference between reciting a formula and applying it in a context confounded by variables a textbook could never predict.

Consider a screw. Our current system teaches students to turn it: screwdriver, screw, pre-drilled hole. Task complete. Celebrate achievement.

But the world rarely hands you a pre-drilled hole. If students enter the workforce knowing only how to turn screws into pre-drilled holes, they’re helpless when building a bridge. Wind blows, steel expands, budgets tighten, and turning a screw may not even be the right solution. They may need to weld, bolt, or invent a new fastener. Teaching isolated maneuvers alone fails students. The tool is secondary to the goal.

The stigma of being wrong

We can’t talk about creativity without talking about failure. In a classroom of 25 students, learner variability is an immutable truth—kids are all over the place. Some will know, understand, and be successful with the material, and some won’t (at least not right away). Yet our current system stigmatizes being wrong or not knowing or understanding something.

Look at video games. Kids fail constantly in games, but they don’t quit. Failure is a necessary step toward reaching the next level. In school, however, we celebrate the perfect score and those who get there fastest. We don’t celebrate theproductive struggle.

If we teach kids to fear being wrong, we teach them to fear learning itself. They begin to cut corners or lean on technological crutches like AI.

Speaking realistically, AI may shift the value of knowledge rather than replace it. Students will still need strong conceptual understanding to interpret information, evaluate outputs, and decide how to apply ideas in new situations. In some ways, that makes creativity and judgment even more critical.

That brings us toCreative Application: the ability to collaborate, to think critically, and to see patterns where others see noise. These are the “applied liberal arts” of the future—hard to master, agnostic of technology, and essential for navigating careers and challenges that don’t exist yet.

A call to celebrate the process

We must move beyond checklist-oriented education. Educators and families need to start celebrating the process of learning, not just having the correct answer. That means experience-based learning, open-ended explorations, and classrooms where productive struggle is expected and celebrated. We need to acknowledge that even the highest achievers struggle, and that struggle is vital—whether in a welding class or a calculus class.

If we opt out of modeling and encouraging creativity because it’s too messy to grade, we are limiting our students’—and society’s—future. It’s time to encourage our students to find the “low way” and celebrate when they do.

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Joel Kupperstein serves as the Executive Vice President (EVP) and Chief Product Officer at Project Lead The Way. Kupperstein leads PLTW’s product vision and strategy, including planning, research, development, delivery of new products, and enhancements of existing products.

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人工智能素养悖论：为什么学生对人工智能驱动的劳动力毫无准备

原文标题: The AI literacy paradox: Why students feel unprepared for the AI-driven workforce
来源: eCampusNews | 发布时间: 2026-05-27
原文链接: 点击阅读原文

Key points:

• Now is the time to educate students in proper AI application

• AI is reshaping entry-level work and the talent pipeline

• Aligning AI with pedagogy, privacy, and outcomes

• For more news on how students use AI, visit eCN’sAI in Educationhub

Colleges and universities nurture student development by offering thousands of learning opportunities, and for most, the experience makes it possible to pursue meaningful careers. Whether preparing for a career in business, finance, healthcare, science, technology, or even the arts, stepping into the workforce today requires knowledge of AI–its benefits, its blind spots, and the ethics with which it must be applied.

But could schools be doing more to equip students with the knowledge they need to apply AI academically and employ it strategically in their future profession?

Even as students are incorporating AI tools into coursework, institutional practices for teaching AI literacy remain limited and uneven, at best. At the same time, employers are increasingly signaling that AI proficiency is an expected skill for workers of the future.

The question confronting higher education is no longer whether students will use AI, but whether schools are equipping them to use AI thoughtfully and professionally, and by doing so, help students prepare for their next chapter.

Employers need AI-skilled talent

The impact of AI on business is undeniably changing how companies hire talent at all levels, but the impact is most significant at entry levels. A recentreportby the World Economic Forum found that AI proficiency is in high demand, across industries.

The World Economic Forum report also shows that AI is now ingrained in daily business functions. As generative AI tools integrate further into daily work, employers need graduates who already understand how to use the tools productively and responsibly.

What I am hearing from the workforce also reaffirms the need for AI proficiency. According to theSociety for Human Resource Management, many U.S. workers (especially younger professionals) perceive AI skills as vital to their job security and career progression.

A new reality for students and institutions

As AI is adopted across a wide spectrum of careers, higher education is currently navigating a paradigm shift as significant as the dawn of the internet. Just like critical thinking, communication skills, and basic digital literacy, schools are tasked with preparing students for the reality of the workplace.

Many students use commonly available AI tools to complete coursework, applying AI for research, summarization, and writing support, among other applications.

But schools are still navigating how to respond to this new world, and the introduction of policies or instructional assistance has been uneven. While proctoring and scaffolded assignments can play a key role in guiding AI usage, it is just one part of protecting academic integrity. Without guardrails on the use of AI tools, students are left to find their own way and make their own decisions for using the technology, which may not align with existing institutional policies or the application of AI in the “real world.”

Many institutions have some forms of AI regulations and usage guidelines in place for coursework, but not all of them are institution-wide. According to asurveyof campus technology leaders, only about 12 percent of institutions have introduced a comprehensive AI policy, and more than half of the institutions that participated in the survey have yet to adopt institution-wide parameters.

Let’s look at what this means for students. A recentnational surveyof college students commissioned by Honorlock explored AI use, training needs, and expectations for AI knowledge in their future careers. More than half of students polled (63 percent) use AI for at least some of their coursework. But, surprisingly, more than one-third (38 percent) report that they rarely use AI tools or don’t use them at all. While this gap might indicate a difference in comfort level with AI technology, it also highlights a lack of preparedness for the workplace where AI proficiency will be expected.

This is where colleges and universities have an opportunity to step up. Students looking to their institution’s curriculum or extra-curricular offerings for training in the use of AI are discovering a concerning gap. According to the survey findings, only 31 percent of students report that their school offers classes in AI to prepare them for its use in a professional context, and of those, fewer than one in five have actually taken the class. Just under half (43 percent) report that no AI training classes are available. And the remaining 26 percent of students are unsure whether their college or program offers any AI training at all.

Leaders and administrators who oversee AI policies and guidance should be concerned by these findings. The institutions that do offer learning opportunities or formal classes in the professional use of AI aren’t doing enough to make those offerings known, and those that don’t offer anything may leave future graduates at a disadvantage. The survey found that more than half (55 percent) of students believe that AI will be more relevant to their careers than even their college degree. While this highlights a gap in perception, it also underscores a massive opportunity for institutions to integrate AI into the core value proposition of the degree, ensuring the credential remains the gold standard for career readiness.

Help students be future-ready

Already, companies and individuals have been fined or reprimanded for improper use of AI in business. One only needs to Google “lawyers who have been fined for improper AI use” to discover the many attorneys who have presented incorrect or hallucinated briefs and evidence during court proceedings, often costing them thousands of dollars and a huge impact on their reputation.

By teaching proper use of AI in an academic environment, institutions provide a safety net for students to fail safely before they reach the high-stakes world of professional practice. AI has firmly taken hold, and now is the time to educate students in the proper application, ethics, and best practices of AI.

Change need not happen all at once. Get started with these recommendations:

• Consider adding an “Introduction to AI in the Workplace” class for all incoming students. Invite alumni to be part of a panel discussion on how AI is used in the workplace compared to how it is used in college.

• Develop a course on AI Ethics that discusses how AI can and cannot be used in the workplace, the importance of AI transparency and accuracy, and the ramifications of misuse.

• Build the use of workplace-focused AI into coursework, with defined parameters, to show how AI may be used in a real job. For example, ask accounting students to manually summarize and prepare data, then use AI to do the same. By showing their work and how they used AI and any differences in the output, they can start to understand the value and real-world application.

• Offer courses on how to build AI Agents, using commonly available AI platforms. Ensure that students can go beyond searching and summarizing to think strategically about how to apply AI in their chosen field.

• Incorporate AI training into your institution’s career office. Ensure that your staff can advise students on AI in professional settings.

• Provide AI development opportunities for faculty, ensuring that the counsel they provide to students addresses AI use in coursework, but also addresses how it applies in the job environment.

• Finally, but importantly, if your school does not have a broad policy for ethical use and standards around AI, that is an immediate action to take with the development of practical milestone check-ins to ensure you don’t lose momentum.

The way business is conducted in the age of AI and how we prepare our future workforce has changed. Higher education has an opportunity to lead by establishing curriculum, assignments, and policies that give students the best opportunity to enter the workforce with the in-demand AI skills that are now expected.

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Jordan Adair is Vice President of Honorlock.

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• Aligning AI with pedagogy, privacy, and outcomes- May 22, 2026

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人工智能如何帮助教师在评估上花费更少的时间，而在有影响力的教学上花费更多

原文标题: How AI helps teachers spend less time on assessments and more time on impactful instruction
来源: eSchoolNews | 发布时间: 2026-05-27
原文链接: 点击阅读原文

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Key points:

• When used intentionally, AI can strengthen–not replace–the work of educators

• Charting a path for responsible AI use

• When AI means something different in every classroom

• For more news on teachers and AI use, visit eSN’sDigital Learninghub

The overreliance on AI is a widely discussed topic for teachers, administrators, and families alike. The last thing we want is for technology to stifle the creativity, expertise, and human connection that educators bring to the classroom or hinder our students’ ability to think critically.

At the same time, when used thoughtfully and intentionally, AI can strengthen–rather than replace–the work of educators. By providing real-time insights into student performance in relation to learning standards and grade-level expectations, AI enables teachers to identify learning gaps so they can tailor classroom experiences to address students’ individual needs.

Perhaps most importantly, AI is becoming more adept at eliminating the cumbersome, lower-level administrative tasks associated with compiling data and summarizing assessments, giving educators more time to focus on meaningful collaboration and develop richer conversations to better inform instruction.

A valuable tool for enhanced teamwork

For years,Westmont Community Unit School District, which serves more than 1,300 K-12 students in DuPage County, Ill., relied on a robust progress-monitoring platform to gauge student understanding through formative and summative assessments.

The data became a cornerstone of our weekly grade-level team meetings, aligning all teachers around a shared understanding of student performance and allowing them to identify areas of strength and growth. By quickly surfacing standards mastery and spotting where reteaching was needed, educators could collaborate on targeted interventions, such as small groups for reteach sessions, and instructional strategies to ensure students met key learning standards moving forward.

As powerful as the data was, compiling it could be a time-consuming process. Team members had to manually export the information into a spreadsheet, sort the data by teacher, and plug in formulas to analyze results question by question. At a time when educators continued to face increasing demands on their time and energy, adding to their to-do list was a big ask.

Recently, however, new AI technology has been essential in reducing administrative burdens on our busy teachers, freeing up their time so they can have deeper conversations centered on more impactful work.

Through ourenhanced assessment platform, team members can simply input prompts into the AI chat tool, asking the system to separate data by teacher, question, and student. The system instantly creates graphs and charts that reveal trends, highlight at-risk groups, and answer questions on student performance. Instead of spending 30 minutes on exporting and organizing information, teachers can gather everything they need in seconds.

The time-saving capabilities of AI have allowed Westmont’s teachers to administer more than 130,000 assessments over the past year, putting clear, easy-to-understand data at their fingertips. This readily accessible information has become a catalyst for more results-driven discussions. The system can also recommend targeted interventions and resources if needed, helping teachers move quickly from data analysis to an action plan.

For instance, when comparing student performance against math standards, such as multiplication, we can see which fourth-grade classes scored higher in a particular skill area. In turn, this leads to a deeper analysis: What instructional strategies did the teacher use that contributed to this success? How did they intervene when students demonstrated misconceptions? These insights have helped strengthen instruction and promote consistency in teaching, ultimately improving student achievement across classrooms.

Taking AI adoption to the next step

Once teachers became more comfortable analyzing and applying the data, they began inviting students into the process. AI capabilities allow educators and students to review assessments side-by-side and uncover why questions were incorrectly answered, whether errors stemmed from a careless mistake, misread direction, or a gap in understanding that required additional instruction. This reflection helped students develop greater self-awareness and take a more active role in their learning.

We are also ensuring that all AI technology complies with SOPPA, Illinois’ Student Online Personal Protection Act. Over the summer, administrators and teachers will engage in focused discussions to establish the district’s current stance and define our approach moving forward.

As the great AI debate continues to pick up steam, it’s important to see technology for what it should be: a time saver for teachers so they can focus on what matters most–strengthening the connections that drive meaningful learning for their students. AI should never replace the collaboration of educators or the expertise of the humans in the room, but should shine a light on the insights that spark deeper conversations on how to continuously improve the education experience for every student.

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Dr. Carla Braun is the Assistant Superintendent of Teaching and Learning at Community Unit School District 201 in Westmont, Illinois.

• How districts can build a shared AI structure- June 2, 2026

• This district’s STEM “space station” is a growing YouTube hit- June 1, 2026

• Beyond the ban: Rethinking cell phone policies in schools with smarter solutions- May 29, 2026

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说到旷工，真正的工作始于夏天

原文标题: When it comes to absenteeism, the real work begins in summer
来源: eSchoolNews | 发布时间: 2026-05-26
原文链接: 点击阅读原文

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Key points:

• Chronic absenteeism doesn’t disappear when the school year ends

• We can’t punish our way out of the attendance crisis

• How to navigate historically high absenteeism

• For more on chronic absenteeism, visit eSN’sEducational Leadershiphub

Every June, once the last bus leaves and the halls go quiet, I get the strong desire to take a deep breath and to allow the pressure of the previous school year to subside and let the slower pace of summer settle in.

But after years of working in a district such asVan Dyke Public Schools, I’ve come to understand that the reason I never truly settle into that slower pace is because summer isn’t a break. For the families school districts most need to engage with, summer is the time to act. And if we aren’t purposeful in using the “down time” of the summer, we will spend all of the following year trying to catch up.

This is because chronic absenteeism is an issue that doesn’t disappear when the school year ends. In the U.S., 23 percent of all students (nearly one-fourth) miss enough school to fall significantly behind. These aren’t just abstract statistics to me. These are children in my community whose future depends on whether the adults in their lives showed up to provide support prior to the first bell ringing in the fall.

Van Dyke Public Schools, where I have had the honor of serving as Superintendent for nine years, has experience in working alongside families experiencing real hardships including housing instability, health issues, and transportation obstacles. Some of our students have been put in situations where they must assume caregiver roles for younger siblings due to family circumstances. These are explanations for absenteeism, not justifications. They are also problems that a robo-call or form letter will never be able to resolve.

What I do know is that building relationships with students and families helps address chronic absenteeism. And relationships have a season.

That season is summer.

Consider what happens when school is not in session. Attendance notices cease. Disciplinary discussions go quiet. The pressures of the school year diminish a bit and families who have endured months of feeling judged or pursued by institutional systems they don’t trust enough to allow them to enter their homes become more receptive to engaging in a meaningful dialogue.

I’ve seen this firsthand. When my team connects with families during the summer break, not with a warning, not with a consequence, but with a sincere individual inquiring about their child’s needs, the response is different. The defensiveness that develops throughout a school year is lessened. We aren’t contacting them because something went wrong. We are contacting them because we care about what lies ahead.

This difference means more than I can express.

The research supports this finding. Root-cause analysis of chronic absenteeism consistently demonstrates that families who disengage from school do so not because they are indifferent to their child’s education, but because they are overwhelmed and exhausted. These families have frequently had negative experiences that have led them to believe they cannot rely upon institutional systems for support. Establishing institutional trust does not occur during a quick hallway discussion on back-to-school night. Institutional trust must be established before that.

The positive outcomes resulting from our efforts support this conclusion: Our efforts to reconnect with families and restore trust contributed to chronic absenteeism declining at Lincoln High School (from 64% in 2023-2024 to 58% in 2024-2025) and Lincoln Middle School (from 59% in 2023-2024 to 50% in 2024-2025).

I am proud that Van Dyke has decided to commit resources toward engaging students and families during summer months as a central component of our attendance strategy. Supported by our partners atConcentric Educational Solutions, our efforts to conduct outreach to chronically absent students and their families during summer months, serves as an example of a human-centered approach necessary for achieving success in this area.

When our team conducts outreach to chronically absent students and their families over summer months by visiting residences, making phone calls that appear more personable than administrative, and listening before speaking, we are not merely attempting to improve cold statistics. Rather, we are communicating to every family we contact: You are an important part of our community and we want you to return to school.

I say to you from experience that that message lands differently in July than it does in October.

I encourage other educational leaders across Michigan and the United States to examine their summer calendars and to critically assess how they are utilizing this time as an opportunity for action.  For students who are disengaging from school and disconnecting from opportunity, summer is either a pathway back to school or a longer pathway away from school. For their families, it can mean a pathway of reconnecting with their community resources and school should be the most important of those.

I know which pathway I want it to be.

The effort required to maintain student connection to school is extensive, continuous, and inherently human-centered. However, summer gives us an opportunity we seldom receive during the school year: the chance to prevent problems from arising rather than chasing after problems once they arise.

That opportunity is too valuable to squander.

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Piper Bognar is Superintendent of the Van Dyke Public Schools in Warren, Michigan.

• How districts can build a shared AI structure- June 2, 2026

• This district’s STEM “space station” is a growing YouTube hit- June 1, 2026

• Beyond the ban: Rethinking cell phone policies in schools with smarter solutions- May 29, 2026

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人工智能正在重塑入门级工作和人才管道

原文标题: AI is reshaping entry-level work and the talent pipeline
来源: eCampusNews | 发布时间: 2026-05-25
原文链接: 点击阅读原文

Key points:

• A new report aims to help pinpoint how GenAI is influencing hiring decisions and talent strategies

• Building the AI-ready graduate

• AI may unleash the most entrepreneurial generation we’ve ever seen

• For more news on AI and the workforce, visit eCN’sAI in Educationhub

While entry-level hiring is not disappearing entirely, AI is beginning to influence the work traditionally assigned to early career professionals and is increasing expectations for what entry-level workers can produce from day one, according to a new report.

The Future of Work and Learning: GenAI Impact on Entry-Level Work, from D2L and Morning Consult, examines how U.S.–based HR leaders perceive generative artificial intelligence (GenAI) to be influencing entry-level work, hiring strategies, and long-term talent development. The report also highlights perceived growing gaps in problem solving, interpersonal, and communication skills among junior professionals.

As organizations trade long-term talent development for short-term efficiency, they may risk weakening the talent pipeline that generates the on-the-job learning and experience needed for early career professionals to become future subject-matter experts and leaders.

Key points include:

• Thirty percent of respondents say their organization’s talent acquisition strategy is shifting towards hiring fewer entry-level workers in favor of mid-level talent using AI to complete those same tasks.

• Fifty-six percent say they are seeing a reduction in the number of basic tasks being delegated to early career professionals due to GenAI.

• Among organizations planning a decrease (12 percent) in entry-level hiring in the next 24 months, 56 percent cite AI-driven automation of tasks as the primary driver, ahead of budget constraints (32 percent) and internal restructuring (28 percent).

• Forty-eight percent say AI is increasing productivity expectations for entry-level roles, even when hiring levels are not changing.

• Fifty-eight percent of respondents express concern that reducing entry-level roles due to AI could contribute to a shortage of qualified senior leaders within five years.

• Seventy-four percent say they do not yet have active upskilling or employee development programs in place to replace the on-the-job learning being lost to AI automation.

• HR leaders surveyed report perceiving relative declines in problem solving (75 percent), interpersonal (76 percent), and communication skills (78 percent) among recent entry-level hires compared to cohorts 3-5 years ago.

“The risk isn’t simply that AI changes aspects of entry-level hiring. It’s that it may reduce some of the foundational on-the-job learning that comes with the cognitive struggle and tasks inherent in entry-level work that people need to grow into experienced subject matter experts and future leaders,” said Sandy Rezendes, Head of Corporate Learning and Development at D2L. “Organizations may gain efficiency in the short term, but if they don’t also invest in intentional learning, upskilling, and development, they may risk creating a talent gap down the road as they’re not growing their own experienced workforce. This is a moment for employers to treat learning as a strategic investment in the future of their workforce.”

The report recommends that employers respond by investing in structured learning programs, internal apprenticeships and rotational opportunities, AI-enabled training simulations, and skills-based hiring practices that prioritize critical thinking, communication, and AI literacy. It also highlights several opportunities for higher education leaders to better prepare graduates for the AI-enabled workplace.

“Organizations are at an inflection point. AI is accelerating productivity, but it’s also disrupting the developmental pathways that have historically built expertise. Without intentional investment in learning, companies risk creating a long-term leadership gap,” said Michael Rochelle, Chief Strategy Officer at Brandon Hall Group, in response toThe Future of Work and Learning: GenAI Impact on Entry-Level Work.

This press releaseoriginally appeared online.

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• AI is reshaping entry-level work and the talent pipeline- May 25, 2026

• How higher ed and lifelong learning can shape a future-proof workforce- April 8, 2026

• What’s the state of wireless in higher education?- April 6, 2026

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