Épisodes

  • Can AI Transform Education Systems in the Global South?

    Can AI Transform Education Systems in the Global South?
    Jan 25 2026

    Can AI transform education systems in the Global South? with Fernando Reimers, Zainab Azim, Maria-Renee Palomo and Callysta Thony

    This episode of Silver Lining for Learning features a deep dive into a new book on artificial intelligence and education systems, with a special focus on the Global South—where most of the world’s young people live and where educational challenges are most acute. Rather than taking a techno‑optimistic stance, the book adopts a systems perspective, examining how AI intersects with curriculum, teaching, assessment, school organization, and governance under real‑world constraints of resources, capacity, and policy. Framed around three guiding questions—whether education systems can build broad AI literacy, whether AI can actually improve foundational learning, and whether it can make curricula more relevant to 21st‑century social and economic needs—the conversation explores what it would take for AI to support genuine transformation rather than isolated pockets of innovation.

    Drawing on international evidence, case studies, and early implementations of AI in classrooms and systems, the episode highlights both the possibilities and the serious risks of deepening inequality if AI is adopted without attention to access, teacher support, cultural relevance, and ethics. We’ll discuss how current AI applications tend to benefit more privileged groups, what a truly systemic approach would look like in the Global South, and why teacher development, educational leadership, and coherent regulation (on issues like data privacy and algorithmic bias) are non‑negotiable. We will discuss what a critical, human‑centered roadmap for leveraging AI as a tool for equity, dignity, and the full development of all students, rather than as a new driver of division.

    Readings and Resources:

    Artificial Intelligence and Education in the Global South https://link.springer.com/book/10.1007/978-3-032-11449-5

    Episode Guests

    Fernando Reimers is the Ford Foundation Professor at Harvard University, USA and Director of the Global Education Innovation Initiative. He is an elected member of the US and the International Academies of Education. His research focuses on 21st-century global education, sustainable development, and responses to educational challenges such as COVID-19.

    Zainab Azim is a Teaching Fellow at Harvard Graduate School of Education, USA. Her work bridges. education policy and learning science with AI in global development. She’s led AI training for STEM educators in LMICs, evaluated AI in Uganda and Canada, and founded the Harvard AI and Education Conference. Zainab has a background in neuroscience, formerly worked at the Ministry of Finance in Canada and was an Oval Office Fellow at the Harvard Kennedy School, USA.

    Maria-Renée Palomo holds degrees from Harvard University, USA and Sciences Po Paris, France. Born in El Salvador, she spent a decade in France working in public sector consulting. She is assistant director of the Education Lab for Latin America and a teaching assistant at Harvard Graduate School of Education, USA, she was also in the founding team of the AI and education in the Global South conference at Harvard.

    Callysta Thony is a graduate and Teaching Fellow at the Harvard Graduate School of Education, USA where she focused on global education policy. She formerly worked with GovTech Edu Indonesia supporting the Indonesian Ministry of Education in nationwide digital transformation. She is interested in exploring how the effective use of technology can address key challenges in education. She was part of the leadership team which initiated the inaugural Harvard AI & Education Conference.

    Join the conversation at silverliningforlearning.org

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    1 h et 2 min
  • A guide to AI in schools: Perspectives for the perplexed

    A guide to AI in schools: Perspectives for the perplexed
    Jan 18 2026
    “A guide to AI in schools: Perspectives for the perplexed.”AI literacy is perplexing, everyone seems to want it taught, but few people can adequately describe or define it. AI is also different than the arrival of previous learning technology; it did not enter schools and university as the result of deliberate institutional plans and policies; instead, students and teachers simply began using it. As a result, institutions of higher learning as well as K-12 schools are scrambling to adjust; many are rapidly adopting policies and designing courses, events, and resources intended to make learners fluent or proficient in AI literacy. Fortunately, Justin Reich and his colleagues in the Teaching Systems Lab (TSL) have provided a vision of how K-12 schools can design a rich ecosystem for a more AI literate populace. See their new guidebook, “A guide to AI in schools: Perspectives for the perplexed. MIT Teaching Systems Lab.” Available: https://tsl.mit.edu/ai-guidebook/ and https://tsl.mit.edu/wp-content/uploads/2025/08/GuideToAIInSchools.pdfAs part of these efforts, they have produced books, films, podcast shows, and other timely resources to promote a more active and engaging pedagogical approach with AI tools and platforms. In fact, Justin and his colleague Jesse Dukes recently designed a 7-episode podcast series called “The Homework Machine.” As schools continue to grapple with the arrival of and experimentation with generative AI, “this timely series explores how the technology is reshaping the daily lives of K–12 teachers, staff, and students.” In Episode #259 of Silver Lining for Learning, you will discover how The Homework Machine takes listeners inside real classrooms and conversations to get a reality check in terms of generative AI in education. As Dr. Reich details with candid interviews and stories from K-12 students themselves, the series lays out both the promise and peril of this new tech in education.Justin Reich is an associate professor of digital media in the Comparative Media Studies/Writing department at MIT and the director of the Teaching Systems Lab. He is the author of Iterate: The Secret to Innovation in Schools and Failure to Disrupt: Why Technology Alone Can’t Transform Education, and he is the host of the TeachLab Podcast. In addition, Justin is the co-host of The Homework Machine, a limited series podcast about AI in schools. Justin Reich earned his doctorate from the Harvard Graduate School of Education and was the Richard L. Menschel HarvardX Research Fellow. He is a past Fellow at the Berkman-Klein Center for Internet and Society. His writings have been published in Science, Proceedings of the National Academy of Sciences, Washington Post, The Atlantic, and other scholarly journals and public venues. He started his career as a high school history teacher, and coach of wrestling and outdoor adventure activities. Follow Justin on Twitter or Google Scholar. More about Justin can be found at:https://tsl.mit.edu/team/justin-reich/Jesse Dukes is a veteran journalist, podcast producer, and researcher. He was a senior producer of podcasts at WBEZ, Chicago for seven years, serving as the longtime audio producer at Curious City, and producing Season 4 of Motive. He has taught audio storytelling at the Center for Documentary Studies at Duke, and Denison University. Jesse is the co-host of The Homework Machine, a limited series podcast about AI in schools.Resources:Justin Reich (PI and MIT Teaching Systems Lab Director), Jesse Dukes, Josh Sheldon, Julie M. Smith, Manee Ngozi Nmani, & Natasha Esteves (2025, November). A guide to AI in schools: Perspectives for the perplexed. MIT Teaching Systems Lab. Available: https://tsl.mit.edu/ai-guidebook/ and https://tsl.mit.edu/wp-content/uploads/2025/08/GuideToAIInSchools.pdfJustin Reich (2025, November 5). Stop Pretending You Know How to Teach AI; Colleges are racing to make students ‘fluent.’ One problem: No one knows what that means. The Chronicle of Higher Education. Available: https://www.chronicle.com/article/stop-pretending-you-know-how-to-teach-aiMIT Teaching Systems Lab: https://tsl.mit.edu/ Join the conversation at silverliningforlearning.org
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    1 h et 2 min
  • Rehearsing Reality through AI: How Simulations Build Better Teaching

    Rehearsing Reality through AI: How Simulations Build Better Teaching
    Jan 10 2026
    Rehearsing Reality through AI: How Simulations Build Better Teaching with Rhonda Bondie, Julie Cohen, & Lisa DeikerPurpose statementHow can teachers rehearse the toughest moments of teaching—without real students in the room? This episode explores how authentic simulations, powered by new technologies and AI, are transforming teacher preparation and professional learning. Guests Lisa Dieker, Julie Cohen, and Rhonda Bondie discuss how simulation can personalize feedback, deepen reflection, and build more effective educators.DescriptionHow can teachers learn the art of teaching in the same way pilots learn to fly or nurses learn to save lives? This episode of Silver Lining for Learning explores how authentic simulations are transforming teacher preparation and professional growth. Advances in technology now allow teachers unlimited opportunities to practice the hardest moments of teaching, with immediate feedback and opportunities to try again. For example, teachers can rehearse listening and responding to caregivers during difficult conversations. They can also practice responding to a wide variety of students’ learning needs, in the moment, on their feet.. However, simulations are not risk-free, this episode explores the opportunities, benefits, and dangers of simulated teaching practice with and without AI driven tools.Our guests, Rhonda Bondie, Julie Cohen, and Lisa Dieker, share their insights on the design, research, and implementation of simulated practice in education. Together, they trace the evolution of simulation technologies, discuss how these tools can be personalized to educators’ needs across their careers, and examine the opportunities and risks posed by AI-driven teaching simulations.Join us to imagine how simulation could reshape what it means to practice teaching.More about our guests below the videohttps://youtu.be/yIMSgs4AoScReadings and Resources: Dieker, L., Hughes, C., & Hynes, M. (2023). The Past, the Present, and the Future of the Evolution of Mixed Reality in Teacher Education. Education Sciences, 13(11), 1070. https://doi.org/10.3390/educsci13111070Bondie, R., Zusho, A., Wiseman, E., Dede, C., & Rich, D. (2023). The potential of differentiated and personalized teacher learning through mixed reality simulations. Technology, Mind, and Brain, 4, (1) Spring 2023. Special Collection: Learning in Immersive Virtual Reality. doi: 10.1037/tmb0000098 https://tmb.apaopen.org/pub/4gk68milCohen, J., Wong, V., Krishnamachari, A., & Berlin, R. (2020). Teacher coaching in a simulated environment. Educational evaluation and policy analysis, 42(2), 208-231.https://doi.org/10.3102/016237372090621Episode GuestsRhonda Bondie is an associate professor in special education at Hunter College, Deans Fellow, and the director of the Hunter College Learning Lab. Rhonda spent over 20 years in urban public schools as both a special and general educator. Rhonda’s co-authored book, Differentiated Instruction Made Practical, was recently translated into Portuguese, is used by teachers in more than 30 countries to ensure all learners are thriving every day. Rhonda’s research examines how teachers develop inclusive teaching practices through new technologies available at https://agileteacher.org/.Julie Cohen is the Charles S. Robb associate professor at the School of Education and Human Development at the University of Virginia. Her research focuses on teacher learning and skill development. For the past nine years, she has led the TeachSim lab at the University of Virginia where her team has designed over seventy simulation-based learning experiences for teachers. Her published work has documented the benefits of mixed reality simulations as both a practice space and assessment platform for beginning teachers. With support from the Bill and Melinda Gates Foundation and the Charles and Lynn Schusterman Family Philanthropies, she is working with Mursion to design a curriculum of AI-driven simulation modules for teachers.Lisa Dieker, Ph.D. is Williamson Family Distinguished Professor of Special Education at the University of Kansas and Director of FLITE (Flexible Learning through Innovations in Technology and Education). Her research examines inclusive education, teacher preparation, and the use of technology, including AI and mixed-reality simulation, to support students with disabilities in STEM. She co-founded the TeachLivE™ simulator and holds six patents in education and technology. She has authored seven books and over 100 scholarly publications. She has received numerous awards, has provided over 200 keynotes, and served as editor for four academic journals. Join the conversation at silverliningforlearning.org
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    1 h et 4 min
  • Welcoming 2026

    Welcoming 2026
    Jan 3 2026

    Welcoming 2025 with hosts Chris Dede, Lydia Cao, Punya Mishra & Curt Bonk

    Join the conversation at silverliningforlearning.org

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    1 h et 3 min
  • Impact and Outcomes of the California Community Schools Partnership Program

    Impact and Outcomes of the California Community Schools Partnership Program
    Jan 3 2026
    We all know the story by now. When schools fail to engage their students, it results in student boredom, and, ultimately, chronic absence and feelings of learned helplessness. As would be expected, the effects of students not attending school is that test score gaps are widening. Such scenarios are particularly acute in high-poverty schools and among historically marginalized youth. In response, during the past five years (since 2021), the state of California has made an unprecedented investment of over $4 billion to try a new approach called community schools. The California Community Schools Partnership Program (CCSPP) is committed to offering a whole-child, community-engaged approach filled with richer and more meaningful learning experiences in a climate that is welcoming and provides a sense of belonging. The instructional strategies of a CCSPP school support learner motivation, sense of learning competence, and ability to engage in self-directed forms of learning, The pillars of CCSPP include (1) Integrated student supports; (2) Family and community engagement; (3) Collaborative leadership practices; and (4) Extended learning time and opportunities. But what are the results of this investment, you ask? Well, on September 16, 2025, Walker Swain and his colleagues at the Learning Policy Institute published an initial report on the evidence to date. To find out the results, you can download the report at the links provided below. You can also attend or listen to Episode 255 of Silver Lining for Learning and find out more specifics about the Impact and Outcomes of the California Community Schools Partnership Program. It promises to be a most important and interesting show.Walker Swain is a Principal Researcher at the Learning Policy Institute, where he specializes in developing equity-oriented policy research and advising state and federal education policy. Currently, he works with LPI’s Educator Quality and Equitable Resources and Access teams. He has coauthored studies in academic journals including Educational Researcher, Sociology of Education, Economics of Education Review, Educational Evaluation and Policy Analysis, and the American Educational Research Journal on a range of education and broader public policy issues.Before joining LPI, Swain served as an American Educational Research Association/American Association for the Advancement of Science Congressional Fellow in the United States Senate working on education and labor policy for Senator Tim Kaine, a member of the Senate Health Education, Labor, and Pensions Committee. He was also previously Associate Professor of Education and Public Policy at the University of Georgia, where he was honored with the Mary McCleod Bethune Educator Award for efforts to advance social justice in the classroom and beyond. He began his career as a middle school science teacher and basketball coach in Louisville, KY. Swain holds a PhD in Leadership and Policy Studies from the Peabody College of Education and Human Development at Vanderbilt University, an MPP From Duke University, an MAT in Secondary Science from the University of Louisville, and a BA in Political Science and Biology from the University of North Carolina, Chapel Hill.Anna Maier is a Senior Policy Advisor and Researcher at the Learning Policy Institute and co-leads the Whole Child Education team, with a focus on community schools. She is the lead author of Community Schools as an Effective School Improvement Strategy: A Review of the Evidence and Technical Assistance for Community Schools: Enabling Strong Implementation. Her policy work and research focuses on federal, state, and local investments in community schools, with a particular focus on California. Maier has experience with a variety of roles in K–12 education. She began her career managing an afterschool program for elementary school students in Oakland and went on to teach 2nd and 3rd grade in the Oakland Unified School District and Aspire Public Schools. She was also a member of the research and evaluation team at Coaching Corps, a youth sports nonprofit in Oakland. As a graduate student fellow with the Center for Cities & Schools at UC Berkeley, she worked with West Contra Costa Unified School District on implementing a full-service community schools initiative. Maier received an MPP from the Goldman School of Public Policy at UC Berkeley, a Multiple Subjects CLAD teaching credential from the New College of California, and a BA in Psychology and Education Studies from Carleton College.Melanie Leung-Gagné is a Researcher at the Learning Policy Institute. She is a quantitative researcher focused on school discipline and the educator workforce. Her analyses combine complex survey data sets to identify high-leverage opportunities for federal and state policy interventions that will improve education quality and equity. Her specific issue areas include discipline disparities, school climate, teacher shortages, teacher ...
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    1 h et 2 min
  • Critical AI in K12 Classrooms

    Critical AI in K12 Classrooms
    Nov 23 2025
    Today we’re diving into Critical AI in K–12 Classrooms by Stephanie Smith Budhai and Marie K. Heath, a powerful guide helping teachers and students navigate the promises and perils of AI in education with justice, equity, and critical awareness at the core. Dr. Stephanie Smith Budhai (she/her), Associate Professor at University of Delaware, is an award-winning educator and author whose work bridges technology, equity, and civic engagement. Dr. Marie K. Heath (she/her), Associate Professor at Loyola University Maryland is dedicated to dismantling oppression in schools and technology. They both bring deep expertise and insight to this timely conversation.Stephanie and Marie’s book is designed as a practical guide for teachers and students navigating the complicated intersection of artificial intelligence, education, and justiceArtificial intelligence is rapidly integrating into today’s classrooms, and like other technologies, AI has the potential to harm, though at a larger scale, making it difficult to take advantage of its benefits. In Critical AI in K–12 Classrooms, Stephanie Smith Budhai and Marie K. Heath draw attention to the biases embedded within AI algorithms, such as those powering OpenAI’s ChatGPT and DALL-E, to guide students and teachers in developing strategies to best incorporate AI—or not—into equitable learning.AI’s reliance on existing data and knowledge systems means Black, queer, those with disabilities, and other marginalized students are at greater risk of being harmed by built-in limitations and bias. Budhai and Heath show how to circumvent if not actively resist such harms as machine learning, NLPs, LLMS, and GenAI enter the classroom, with practical examples rooted in culturally sustaining, abolitionist, and fugitive pedagogies across disciplines. Their practical guide creatively answers the concerns of educators committed to forward-thinking yet fair instruction and the needs of students eager to use AI for just ends.Critical AI in K–12 Classrooms meets the challenges of a key STEM technology with an eye toward cultivating a more just world. Balancing responsible learning with the joy of discovery, Budhai and Heath build a framework for AI instruction that all educators can confidently use.About our guests:Dr. Marie K. Heath (she/her) is not a robot, but she refuses to prove it to Google’s CAPTCHA. She currently works as Department Chair for Education Specialties and as an Associate Professor of Learning Design and Technology at Loyola University Maryland. Prior to her work in higher education, Marie taught high school social studies in Baltimore County Public Schools. Her scholarship interrogates schools and technologies as current sites of encoded oppression, and labors to advance more just technological and educational futures. She is co-editor of the CITE Social Studies Journal, co-founder and co-executive director of the Civics of Technology project, and a Faculty at the Center for Research and Evaluation at Loyola University Maryland. If you ask generative AI a question about Marie, it replies with the Mariah Carey “I don’t know her” meme.Stephanie Smith Budhai, PhD, is an associate professor in the Educational Technology program at the University of Delaware and is the recipient of an Excellence in Teacher Education Award from the International Society for Technology in Education (ISTE). Her interdisciplinary research and practice lies at the intersections of technology, equity and civic engagement, across myriad K-16 settings. She is a council chair for the Society for Information Technology and Teacher Education (SITE) and advisory board member for the Association for Educational Communications and Technology (AECT) Center of Excellence for Publishing. Stephanie has published over eighty practitioner articles and nine books to support teaching, learning, and technology in education, two of which have been translated into Arabic. Most recently she published, Critical AI in K-12 Classrooms: A Practical Guide for Cultivating Justice and Joy (Harvard Education Press) and Culturally Responsive Teaching Online and In Person (Corwin). She holds K–12 teaching certifications in technology education, instructional technology, elementary education, and special education. Join the conversation at silverliningforlearning.org
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    1 h et 5 min
  • One learner, one laptop, one mentor: Educating girls in Afghanistan

    One learner, one laptop, one mentor: Educating girls in Afghanistan
    Nov 15 2025
    When the Alekain Foundation launched the Claim Your Diploma Initiative in November 2024, they received 831 applications within two weeks. These applicants came from across 22 provinces and six ethnic groups in Afghanistan—a powerful testament to hope, resilience, and an unquenchable thirst for education.In this episode, we'll take you inside a journey of transformation that started over a year ago as a quest to provide an accredited, asynchronous, and self-paced high school education to young women and girls in Afghanistan. The program is funded by the Alekain Foundation, a 501(c)(3) nonprofit incorporated in the State of Arizona, offered by Smart Schools International, an accredited private high school that provides high-quality academic programs and curriculum paired with the flexibility and support students outside the U.S. need to be successful, and complemented by group therapy education sessions to help students process stress, strengthen emotional well-being, and build the resilience to keep growing.Today, the program supports 29 bright, resilient girls in its inaugural cohort, representing five ethnic groups and nine provinces. Through this initiative, Alekain provides no-cost secondary school classes between grades 9 and 12, culminating in an internationally accredited high school diploma that opens the way for higher education. The program follows a fully asynchronous model, allowing students to complete courses and milestones at their own pace, based on their availability. Each student is paired with a female American college student who provides academic, personal, and psychological support through a robust peer mentorship program. And because access to technology is a significant hurdle, the Foundation provides each girl with a laptop and a monthly internet plan.But the support goes deeper than academics and technology. Parents are engaged from the outset—they attend interviews to express consent and elaborate on their hopes and dreams for their daughters, then sign a parental agreement during onboarding. English as a Second Language courses are offered to ensure inclusion of students who don't initially qualify, facilitating their potential entry in future admissions cycles. In June 2025, the Foundation launched mental health support through two professionals who provide group therapy education to students, along with mentorship and training for peer mentors. This focus on mental and emotional well-being is a necessary innovation that ensures students achieve academic success and meet program milestones. After graduation, the Foundation intends to offer advising and assistance with college admissions to help students pursue higher education abroad.The Foundation is committed to supporting 30 students annually between 2026 and 2029. And the need is urgent: for over four years now, nearly 4 million girls have been barred from secondary schools in Afghanistan, with the number denied access to higher education remaining unknown. This isn't a COVID-like loss of learning—it's a denial of basic human rights and a crisis for the future of an entire generation.The theory of change driving this work is simple yet critical. When girls can access secondary education, they can build better, more stable, and resilient futures for themselves, their families, and societies. They are less likely to marry young, more likely to lead healthy and productive lives, they earn higher incomes, and they can make better decisions for themselves, their families, and their communities.In today's episode, you'll hear how this initiative is working to turn that theory into reality—one laptop, one mentor, one diploma at a time.More about our guests belowNasir KaihanNasir Kaihan is the founder and president of the Alekain Foundation. He is a Ph.D. student in Education Policy and Evaluation at Mary Lou Fulton Teachers College, Arizona State University, where he also serves as an Assistant of Monitoring, Evaluation, Research and Learning for the Education for Humanity Initiative. He graduated with a Master of Arts in Educational Leadership from Western Michigan University and was a distinguished Fulbright program fellow in 2018.Nasir has over eight years of experience working in programming, program reviews, monitoring and evaluation, and policymaking focused on migrants, IDPs, returnees, and host communities with UNESCO; advancement in higher education with the American University of Afghanistan and International University partnerships with USAID, and the University of Massachusetts Amherst in Afghanistan, Pakistan, and Mexico. His career and research interests lie in the access, success, retention, and graduation of refugee and bilingual learners, girls, and other disadvantaged segments of society. Nasir has led, attended, and presented at more than ten conferences and workshops in Afghanistan and internationally.Laura PayneAt Smart Schools International, academic manager Laura Payne transforms the lives of ...
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    1 h et 3 min
  • Empowering India's Youth to Shape Tomorrow

    Empowering India's Youth to Shape Tomorrow
    Nov 8 2025
    What happens when young people refuse to be passive consumers of the future being built around them? The Youth Futures Studio (YFS) at Quest Alliance is flipping the script on how we think about youth, technology, and the future by asking a crucial question: How are megatrends like climate change and AI shaping young people's lives—and what futures do they want to inhabit?Rather than accepting predetermined futures, YFS empowers young people to imagine and articulate alternatives. The studio operates on a simple but radical premise: futures exist only in our imagination, making them a powerful tool for understanding how megatrends will affect us. And crucially, no trend is destiny—at any moment, multiple possible futures exist, waiting to be shaped by the choices we make today.More about the YFS program and our guests below the videohttps://youtu.be/SweZpYX_iisYFS focuses on three pillars:Understanding how young people are experiencing megatrendsBuilding capacity of young people to imagine alternate futures through futures thinking pedagogyBring youth voices to the decision making tableThe studio began with climate change, developing an emancipatory climate futures literacy pedagogy that helped young people move from individual understanding of climate issues to systemic thinking—and from there, to imagining their preferred climate futures. Now, YFS has turned its attention to another force reshaping young lives: artificial intelligence and emerging technologies. The team recognized something urgent: AI is already laying the foundations of the world young people will inhabit, yet these young people feel they have no agency in influencing that change. They feel trapped into passively accepting futures being decided for them.YFS engaged with over 200 young people in government secondary schools and vocational training institutes to understand their digital lives. The results were striking: 2 out of 3 young people couldn't clearly define what Artificial Intelligence was—yet AI is already reshaping their education, employment prospects, and daily lives. Without reliable information or critical engagement tools, young people were making meaning of these technologies entirely on their own terms, filling the knowledge gap with whatever they could piece together.The Response: Critical AI Futures PedagogyThis gap led YFS to create a Critical AI Futures pedagogical framework that goes beyond simply teaching young people what AI is—it empowers them to engage critically and imagine differently. The framework enables young people to understand AI and situate it within their social context rather than seeing it as an abstract or inevitable force, articulate their anxieties about probable AI futures not to dwell in fear but to transform those anxieties into critical questions, challenge and reject dominant AI narratives that position them as passive users, imagine and articulate alternate community-centered AI futures, and ultimately claim agency to create their preferred futures rather than accepting what's handed to them.This engagement culminated in something unprecedented: India's first Youth AI Charter: A Critical AI futures pedagogical framework that helps young people to:Understand AI, engage with it critically and situate it in their social contextEnables them to articulate their anxieties about probable AI futuresUse anxiety as a site of transformation to challenge and question and reject the dominant AI narrativesEmpowers them to imagine and articulate alternate AI futures which are community-centeredEmpowers them with agency to imagine and create their preferred AI futuresIn this document, young people refuse their assigned role as passive consumers of AI and instead articulate how AI should serve their communities and shape their lives. They propose a reversal of priorities—prioritizing care over efficiency, focusing on human and environmental wellbeing, centering labor dignity. Their vision is building a Viksit Bharat (Developed India) with a genuinely human, environment, and labor-centric approach to AI—not despite artificial intelligence, but by reshaping how it's developed and deployed.The Youth Futures Studio's work reminds us that the future isn't written yet. Young people aren't just subjects of change—they're architects of possibility. By giving them the tools to think critically, imagine boldly, and articulate clearly, we're not just preparing them for the future but ensuring they have a hand in creating it.Our guestsBhawna Parmar: Bhawna is a researcher-designer working at the intersection of youth, digital cultures and participatory futures. She has set up and currently leads the Youth Futures Studio at Quest Alliance, India.Tanvi Negi: Tanvi is the Director of Monitoring, Evaluation and Research at Quest Alliance. Join the conversation at silverliningforlearning.org
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    1 h et 3 min