school of future essay

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What could the school of 2050 look like?

From learning in the metaverse to streamlining administrative tasks, here’s our vision of education in 2050.

Holly Spanner

First, we had blackboards and chalk. Then whiteboards and dry-wipe pens. Overhead projectors and acetate. Now we have interactive whiteboards. From hefty cathode-ray televisions that were wheeled between classrooms, to flatscreen do-it-all screens, the classroom environment has kept pace with new technologies. So too will the classroom of the future. We’ve come a long way since the 90s. And pretty soon, we’ll be in the 50s.

So, what could the school of the future look like?

Undoubtedly, the biggest development we’ve seen in recent years has been advances in technology, so we can be fairly certain that it will continue to play a significant role in the future. Whereas the traditional model of education has remained largely unchanged for the past 100 or so years – pupils are divided by age and the curriculum broken down into subjects – it has been adapted to incorporate new technologies, as well as responding to economic, social, and political changes. Not to mention pandemic-related upheaval.

It's unlikely this tried-and-tested model will change drastically over the next 25 or so years, but rather it will adapt to our evolving world.

In 2050, net-zero deadlines will be upon us, and green technology will be comfortably embedded into the classrooms. Recycling will be second nature and there will be no single-use plastics anywhere in schools or universities. Some schools may have gone one step further, with student-grown vertical farms as both a teaching aid and a sustainable resource for the local community.

Technology-driven leaps forward in education will have been gradual and practical. Rather than a complete technological takeover of the classroom rendering schools (almost) unrecognisable, improvement in current technologies and a sustained effort in emerging trends will be the order of the day, with more accessibility and more information available at our fingertips.

And the way we access this information will change. From online learning platforms to more personalised learning experiences alongside the incorporation of virtual and augmented reality, we may see a shift towards a more interactive method of learning. To better prepare students for the workplace, there may be greater emphasis on collaboration and problem-solving, rather than traditional lecture-based, note-taking teaching methods.

Here are a few ways that the school of 2050 may look different.

The classroom environment

On entering the classroom, biometric scanning will allow students to check in, streamlining the hustle-and-bustle of registration. Teachers will be able to collate attendance data automatically, populate perfect attendance records and more easily track patterns of tardiness.

“Sir! I can’t see, the Sun ’s blinding me, Sir!”

For the school of the future, there will be no need to wrestle with heavy curtains or dust-covered blinds; we’ll have smart glass. Windows that can automatically adjust their tint to compensate for external brightness, protecting both our eyes and screens.

As summer temperatures continue to rise – the general trend for 2050 being warmer, drier summers as well as warmer, wetter winters – air-conditioned classrooms will become the norm. But they will be cleaner, more efficient, and sustainable, with built-in air purifiers to remove toxins and dust from the air.

By 2050, 3D printers will have become a standard appliance, both in the home and at school. As a learning aid, they will have become essential, allowing teachers more flexibility to explain difficult concepts.

Students will be able to physically manipulate objects for better information processing, visual perception, and cognitive learning. The structure of an eye? Easy. Exploring archaeological artefacts without risk of damage? No problem. Understanding the now-antique internal combustion engine? That too.

Augmented reality and AI

Adaptive learning systems driven by artificial Intelligence (AI) will have become integrated into the school environment by 2050. Personalised learning experiences will take into account learning styles and create adaptive assessments that adjust in real-time based on performance.

AI may also be used to analyse pupils' work, even so far as predicting future performance, helping teachers understand which students need more guidance on a particular concept before they fall behind.

Students will be able to get immediate feedback, with suggested areas for improvement and more personalised tutoring, tailoring to a student’s strengths and weaknesses. This isn’t a new concept, Intelligent Tutoring Systems (ITS) have been proposed for decades, but AI will make it considerably easier.

The move towards more immersive and interactive learning experiences will also be facilitated by the application of augmented reality and advances in AI. Interactive whiteboards will be kitted out with augmented reality – where virtual objects are superimposed onto the real world – which will be particularly useful for STEM subjects, allowing students to digitally dissect the human brain, analyse chemical compounds in the clouds of Jupiter, or make size comparisons of dinosaurs .

But with AI having become more widely accessible – like the recently launched ChatGPT which can generate sophisticated paragraphs of writing from prompts – so too will new plagiarism detection software. Sorry, students.

The internet, accessibility and remote learning

The pandemic has brought remote learning into the limelight. With a global population predicted to reach 9.8 billion by 2050 , and around 90 per cent expected to have internet by then, it’s possible that classrooms will be shared virtually with external pupils, providing learning to home students and allowing for larger class sizes.

And with more pupils, teachers will have come to rely on AI automation of certain aspects (administrative tasks like registrations and tracking grades), to ensure the best possible service, allowing them to focus on teaching.

So it’s very unlikely that the internet itself will disappear by 2050. But it will change. We’re already seeing hard drive storage replaced by virtual clouds; in-progress documents accessible from multiple devices and from any location, and it’s likely this trend towards greater connectivity will continue. 5G will be a thing of the past, but high-speed networks are here to stay, and we can expect to see more data-intensive applications and services as time goes on.

The use of Internet of Things technology will be widespread, with more devices and appliances connected to the internet, enabling greater automation and control over the school environment. Outside the classroom, for example, you might encounter robot cleaners tidying the halls while lessons are in session.

With a few exceptions, homework assignments will mostly be online. From downloading the assignment at the end of the lesson, to submitting it remotely (as many do now), students will be able to view their coursework, see the percentage completed, and track overall assessments.

Instant notifications will alert pupils to deadline extensions, feedback, and grades. Parents and teachers will be able to track progress, addressing issues as and when they arise.

Learning in the metaverse

And of course, with the internet comes social media. And by 2050, the Metaverse – a shared immersive virtual space, where we can be free of our bodies, inhabiting our own digital avatars ­– will be well established.

Wouldn’t it be great to try clothes in the metaverse and have the physical product shipped to us in the real world? If the Metaverse comes to fruition, it will undoubtedly be a game-changer for online shopping, but what about education?

Virtual and augmented reality technology will likely be advanced enough to create a sufficiently immersive and interactive learning environment, perhaps even linked in with the real world; a teacher’s physical words and movements translating seamlessly to their avatar.

But as more personal information is shared online, and we spend more time in the Metaverse, there will be a greater emphasis on protecting a user’s security and privacy. We may even see cyber security modules being incorporated into some subjects.

Of course, schools aren’t solely for educational development; they’re for social and emotional development, too. In that respect, it’s unlikely the metaverse will completely replace the real-world setting. Instead, it will supplement it to allow access to global educational resources and facilitate interactions with exchange students from other schools.

Just like Captain Jean Luc Picard likes to settle down with an old leather-bound copy of Herman Melville’s Moby Dick in the 24th Century, physical libraries will still exist in the mid-21st Century.

AR books will be common, but just as Kindle and e-books have exploded in popularity over the last decade or so, access to reading material will become easier. Gone will be the days of lugging heavy textbooks around, hastily cramming them into lockers after lessons.

Students of the future can look forward to having recommended reading materials right at their fingertips, via e-readers and tablet devices which can be digitally annotated, or manipulated via VR.

We can already do this with today’s e-ink devices, and since tablets have been introduced as an integral learning device in the last decade, studies have shown that they can motivate both pupils and teachers , emphasising interactivity and keeping them engaged with the content for longer .

By extension, digital literacy will be improved, and kids of the future will be even more tech-savvy than your toddler who already knows how to buy Fortnite skins.

Subsequently, reliance on paper products will be reduced, although not eliminated completely. Artists have been using paper for thousands of years, so it’s unlikely we’ll ever see its complete disappearance, especially in art and design subjects. The paper we do use, however, will be eco-friendly; either recycled, or made from fast-growing plants like bamboo.

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What will education look like in 20 years? Here are 4 scenarios

COVID-19 has shown us we must prepare for uncertainty in our future plans for education Image:  REUTERS/Cindy Liu

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Stay up to date:, education, gender and work.

• The COVID-19 pandemic shows us we cannot take the future of education for granted.
• By imagining alternative futures for education we can better think through the outcomes, develop agile and responsive systems and plan for future shocks.
• What do the four OECD Scenarios for the Future of Schooling show us about how to transform and future-proof our education systems?

As we begin a new year, it is traditional to take stock of the past in order to look forward, to imagine and plan for a better future.

But the truth is that the future likes to surprise us. Schools open for business, teachers using digital technologies to augment, not replace, traditional face-to face-teaching and, indeed, even students hanging out casually in groups – all things we took for granted this time last year; all things that flew out the window in the first months of 2020.

Have you read?

The covid-19 pandemic has changed education forever. this is how , is this what higher education will look like in 5 years, the evolution of global education and 5 trends emerging amidst covid-19.

To achieve our vision and prepare our education systems for the future, we have to consider not just the changes that appear most probable but also the ones that we are not expecting.

Scenarios for the future of schooling

Imagining alternative futures for education pushes us to think through plausible outcomes and helps agile and responsive systems to develop. The OECD Scenarios for the Future of Schooling depict some possible alternatives:

Rethinking, rewiring, re-envisioning

The underlying question is: to what extent are our current spaces, people, time and technology in schooling helping or hindering our vision? Will modernizing and fine-tuning the current system, the conceptual equivalent of reconfiguring the windows and doors of a house, allow us to achieve our goals? Is an entirely different approach to the organization of people, spaces, time and technology in education needed?

Modernizing and extending current schooling would be more or less what we see now: content and spaces that are largely standardized across the system, primarily school-based (including digital delivery and homework) and focused on individual learning experiences. Digital technology is increasingly present, but, as is currently the case, is primarily used as a delivery method to recreate existing content and pedagogies rather than to revolutionize teaching and learning.

What would transformation look like? It would involve re-envisioning the spaces where learning takes place; not simply by moving chairs and tables, but by using multiple physical and virtual spaces both in and outside of schools. There would be full individual personalization of content and pedagogy enabled by cutting-edge technology, using body information, facial expressions or neural signals.

We’d see flexible individual and group work on academic topics as well as on social and community needs. Reading, writing and calculating would happen as much as debating and reflecting in joint conversations. Students would learn with books and lectures as well as through hands-on work and creative expression. What if schools became learning hubs and used the strength of communities to deliver collaborative learning, building the role of non-formal and informal learning, and shifting time and relationships?

Alternatively, schools could disappear altogether. Built on rapid advancements in artificial intelligence, virtual and augmented reality and the Internet of Things, in this future it is possible to assess and certify knowledge, skills and attitudes instantaneously. As the distinction between formal and informal learning disappears, individual learning advances by taking advantage of collective intelligence to solve real-life problems. While this scenario might seem far-fetched, we have already integrated much of our life into our smartphones, watches and digital personal assistants in a way that would have been unthinkable even a decade ago.

All of these scenarios have important implications for the goals and governance of education, as well as the teaching workforce. Schooling systems in many countries have already opened up to new stakeholders, decentralizing from the national to the local and, increasingly, to the international. Power has become more distributed, processes more inclusive. Consultation is giving way to co-creation.

We can construct an endless range of such scenarios. The future could be any combination of them and is likely to look very different in different places around the world. Despite this, such thinking gives us the tools to explore the consequences for the goals and functions of education, for the organization and structures, the education workforce and for public policies. Ultimately, it makes us think harder about the future we want for education. It often means resolving tensions and dilemmas:

• What is the right balance between modernizing and disruption?
• How do we reconcile new goals with old structures?
• How do we support globally minded and locally rooted students and teachers?
• How do we foster innovation while recognising the socially highly conservative nature of education?
• How do we leverage new potential with existing capacity?
• How do we reconfigure the spaces, the people, the time and the technologies to create powerful learning environments?
• In the case of disagreement, whose voice counts?
• Who is responsible for the most vulnerable members of our society?
• If global digital corporations are the main providers, what kind of regulatory regime is required to solve the already thorny questions of data ownership, democracy and citizen empowerment?

Thinking about the future requires imagination and also rigour. We must guard against the temptation to choose a favourite future and prepare for it alone. In a world where shocks like pandemics and extreme weather events owing to climate change, social unrest and political polarization are expected to be more frequent, we cannot afford to be caught off guard again.

This is not a cry of despair – rather, it is a call to action. Education must be ready. We know the power of humanity and the importance of learning and growing throughout our life. We insist on the importance of education as a public good, regardless of the scenario for the future.

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The views expressed in this article are those of the author alone and not the World Economic Forum.

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School In The Future (Essay Sample)

Technology is flourishing every day. With new technological discoveries, our lives are changing for the better at a rapid pace. Every walk of life is being influenced by these advancements in technology. Schooling and conventional education are also under the heavy influence of these changes. More and more students and teachers are adapting to the internet-based online education system. Now people have started wondering about the future of the education world. In this essay, we will discuss how schools will look and perform in the future.

Table of Contents

School In The Future Essay – 700 Word Long Essay

I believe schools of the future will be very different from the current ones mainly due to modernization. Technology is bound to be a  major contributor to the development of ideas about future schools. With the introduction of various technologies applicable in learning processes, the education world is expected to go digital. This means most learning activities will be carried out digitally. We can also expect a total shift from the current classroom setup which has been in existence for more than six decades.

The educational system in the future will likely change the relationship between teachers and students. Conventional classroom setup that works on strict school curriculum-based learning for all students will surely change. Every student and teacher having an internet-connected computer will be able to connect from anywhere in the world. Besides, it will be possible for students to use the internet to find information according to their area of concern. This will also help all students to converse with experts in certain subjects while being away from the classroom setup.

The modern educational system will enable every learner to get an education wherever they are. This means that no student will have to travel long distances to learn. They will also save time by not waiting for school buses, teachers, and other school preparations. It will also cut costs by a fair margin. In the future learners will not have to spend on hard copies, hard books, pens, colors, and any other thing except tuition expenses. They will only require multimedia computers with the internet to learn and explore the world.

With the advancement of video editing machines, virtual reality is developing more rapidly than ever before. It seems like virtual 3d modeling will soon help students see their teacher standing in front of them while sitting in their homes. This will enable students to observe the teacher, make eye contact with the teacher, and even observe their body gestures while learning. Virtual 3d modeling will eliminate all problems with online education that we have right now. Doing this will also help schoolboys develop better social skills, emotional skills, critical thinking, and problem-solving skills.

Soon teachers will act mostly as a facilitator instead of knowledge keepers. Students will have access to information from various sources. This will significantly reduce the over-reliance on teachers. Problem-solving skills, emotional skills, and conventional group discussions would also change in the future. With enormous information available on the internet students will no longer have to completely rely on their instructors. Students would be connected around the world and will be free to ask questions and get help in real-time. Students will also have the facility to discuss subject matters with both local and global experts. Thus the future structure of schools will help solve all sorts of problems.

In the future, both private and public schools will be equipped with effective research tools for all age groups. Online services will put an end to conventional school days and one portable computer is all that will be required to get lessons from colleges and the university. School in the future will increase collaboration between various institutions. The availability of advanced technology will facilitate real-time connection of various institutions, sharing of ideas and information hence close relationships and working together.

In conclusion, online education is transforming the education system for the better. Internet-based education along with virtual 3d-modeling will allow each student to not only hear but see their instructors individually. However, more rapid innovation is needed to turn this dream into a reality.

The School Of The Future Essay – 300 Word Short Custom Essay About Future Schools

Modernization and technological advancements have taken the whole world by storm. The last decade has been a period of great inventions and innovations. Based on how the world is progressing the education system is also adapting and rapidly moving towards advancements. We can now assume how the future of education is going to be in the near future. In this essay, we will make assumptions and discuss how schools in the future are going to function.

The future school structure will promote in-expensive learning while saving lots of time. Students will be able to attend classes wherever they are. They will no longer have to travel long distances to reach the school and then reach their home. this means that parents and children will have more time to spend together. Education will become cheap because items such as pens, hard books, and school bags will be eliminated from online classes. The digital era has witnessed the introduction of advanced equipment such as portable personal computers, tablets, and smartphones. These devices have a large memory to store information and all kinds of data. Therefore, they will act as the best alternatives to carrying heavy loads of books for every subject.

School of the future will increase creativity in students. Students will be able to develop ideas and seek quick assistance from the global community. The development in technology will enable every student to quickly adapt to the changing creativity trends.

School of the future will also promote student equality. Students from all institutions will have equal opportunities to learn from the best teachers from all around the world. They will be able to acquire skills and knowledge just like students from advanced countries. On the other hand, educators will have an easy time teaching students. Once a teacher will deliver a lecture it will also be recorded and the teacher will never have to repeat the same things.

In conclusion, a much-needed change in the education system will surely take over the traditional education system. Everyone should welcome these changes and adapt to these technological advancements to transform the learning experience.

FAQ About Dogs Are Better Than Cats Essay

What will schools look like in 2050.

In 2050 everyone will shift to online internet-based learning. Teachers and students will connect using portable computers and the learning experience will become better and cheaper.

How To Describe In Your Own Words The School Of The Future?

Educational facilities of the future will be easily accessible. Everyone will have an equal opportunity to learn and explore whenever and wherever they are.

Essay on Future School

Students are often asked to write an essay on Future School in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Future School

The concept of future school.

Future School is a modern idea that combines technology with education. It’s a place where learning is fun and interactive, thanks to digital tools.

Technology in Learning

In a Future School, students use tablets or laptops instead of books. Lessons are interactive, and students can learn at their own pace.

Benefits of Future School

This approach makes learning more engaging. It also prepares students for a digital future, where tech skills are vital.

Challenges of Future School

However, not everyone has access to technology. Future Schools must ensure all students can participate.

250 Words Essay on Future School

The concept of future school is an educational paradigm shift fueled by technological advancements. It is a vision that encompasses online learning, artificial intelligence (AI), and personalized education plans, departing from traditional, one-size-fits-all approaches.

Role of Technology

Technology plays a pivotal role in molding future schools. Virtual reality (VR) and augmented reality (AR) can create immersive learning experiences, enabling students to explore historical events or scientific phenomena firsthand. AI can provide personalized learning paths, identifying gaps in understanding and tailoring coursework to individual needs.

Online Learning

Online learning is another cornerstone of the future school. It offers flexibility, allowing students to learn at their own pace, anytime, anywhere. This model democratizes education, making it accessible to students in remote or underserved areas.

Personalized Education

Personalized education is a key feature of future schools. By analyzing student data, AI can tailor instruction to individual learning styles, optimizing educational outcomes. This approach fosters a deeper understanding of subjects and promotes lifelong learning.

Challenges and Solutions

Despite its promise, the future school concept faces challenges, such as digital divide and data privacy concerns. To overcome these, policymakers must invest in infrastructure, ensuring all students have access to technology. Additionally, robust data protection measures must be implemented to safeguard student information.

In conclusion, the future school concept heralds a new era in education. By leveraging technology and personalization, it has the potential to revolutionize learning, making it more engaging, accessible, and effective.

500 Words Essay on Future School

Introduction.

The future of education is a topic of intense discussion and speculation. The advent of technology has significantly changed the way we perceive learning and its role in personal and societal development. The concept of a future school is not merely about integrating technology into the classroom, but about reimagining the entire educational framework.

Future school is a term that encompasses a broad range of concepts and ideas. It is a vision of an educational institution that transcends the constraints of traditional schooling. Future schools aim to equip students with the necessary skills and knowledge to thrive in a rapidly changing world. They are expected to foster creativity, critical thinking, problem-solving, and digital literacy, among other skills.

Integration of Technology

One of the key features of future schools is the integration of technology into the learning process. Future schools will likely leverage advanced technologies such as artificial intelligence (AI), virtual reality (VR), and augmented reality (AR) to deliver personalized and immersive learning experiences. AI can help tailor educational content to each student’s learning style and pace, while VR and AR can provide immersive, experiential learning experiences that make learning more engaging and effective.

Flexible Learning Environments

In future schools, the rigid, one-size-fits-all model of education will likely give way to more flexible learning environments. These schools will allow students to learn at their own pace, using methods that work best for them. This flexibility will not only apply to the learning process but also to the physical learning environment. Classrooms of the future may be designed to facilitate collaboration and hands-on learning, rather than the traditional lecture-style teaching.

Emphasis on Lifelong Learning

Future schools will likely place a greater emphasis on lifelong learning. In a rapidly changing world, the ability to continuously learn and adapt is crucial. Future schools will therefore aim to instill in students a love for learning and the skills needed to learn independently. This shift will require a change in the way success is measured in schools, moving away from standardized tests towards more holistic assessments of a student’s abilities and progress.

The concept of future school represents a paradigm shift in education. It is not just about using technology to deliver education more effectively, but about changing the way we think about education itself. It’s about creating an environment that fosters curiosity, creativity, and a love for learning, equipping students with the skills they need to navigate an uncertain future. As we move towards this vision of future schools, we must also consider the challenges that come with it, such as ensuring equitable access to technology and addressing the potential risks of over-reliance on technology in education. Nonetheless, the future school holds great promise for transforming education and preparing students for the world of tomorrow.

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What the Future of Education Looks Like from Here

• Posted December 11, 2020
• By Emily Boudreau

After a year that involved a global pandemic, school closures, nationwide remote instruction, protests for racial justice, and an election, the role of education has never been more critical or more uncertain. When the dust settles from this year, what will education look like — and what should it aspire to?

To mark the end of its centennial year, HGSE convened a faculty-led discussion to explore those questions. The Future of Education panel, moderated by Dean Bridget Long and hosted by HGSE’s Askwith Forums , focused on hopes for education going forward, as well as HGSE’s role. “The story of HGSE is the story of pivotal decisions, meeting challenges, and tremendous growth,” Long said. “We have a long history of empowering our students and partners to be innovators in a constantly changing world. And that is needed now more than ever.”

Joining Long were Associate Professor Karen Brennan , Senior Lecturer Jennifer Cheatham , Assistant Professor Anthony Jack, and Professors Adriana Umaña-Taylor and Martin West , as they looked forward to what the future could hold for schools, educators, and communities:

… After the pandemic subsides

The pandemic heightened existing gaps and disparities and exposed a need to rethink how systems leaders design schools, instruction, and who they put at the center of that design. “As a leader, in the years before the pandemic hit, I realized the balance of our work as practitioners was off,” Cheatham said. “If we had been spending time knowing our children and our staff and designing schools for them, we might not be feeling the pain in the way we are. I think we’re learning something about what the real work of school is about.” In the coming years, the panelists hope that a widespread push to recognize the identity and health of the whole-child in K–12 and higher education will help educators design support systems that can reduce inequity on multiple levels.

… For the global community

As much as the pandemic isolated individuals, on the global scale, people have looked to connect with each other to find solutions and share ideas as they faced a common challenge. This year may have brought everyone together and allowed for exchange of ideas, policies, practices, and assessments across boundaries.

… For technological advancements

As educators and leaders create, design, and imagine the future, technology should be used in service of that vision rather than dictating it. As technology becomes a major part of how we communicate and share ideas, educators need to think critically about how to deploy technology strategically. “My stance on technology is that it should always be used in the service of our human purpose and interest,” said Brennan. “We’ve talked about racial equity, building relationships. Our values and purposes and goals need to lead the way, not the tech.”

… For teachers

Human connections and interactions are at the heart of education. At this time, it’s become abundantly clear that the role of the teacher in the school community is irreplaceable. “I think the next few years hinge on how much we’re willing to invest in educators and all of these additional supports in the school which essentially make learning possible,” Umaña-Taylor said, “these are the individuals who are making the future minds of the nation possible.”

Cutting-edge research and new knowledge must become part of the public discussion in order to meaningfully shape the policies and practices that influence the future of education. “I fundamentally believe that we as academics and scholars must be part of the conversation and not limit ourselves to just articles behind paywalls or policy paragraphs at the end of a paper,” Jack said. “We have to engage the larger public.”

… In 25 years

“We shouldn’t underestimate the possibility that the future might look a lot like the present,” West said. “As I think about the potential sources of change in education, and in American education in particular, I tend to think about longer-term trends as the key driver.” Changing student demographics, access to higher education, structural inequality, and the focus of school leaders are all longer-term trends that, according to panelists, will influence the future of education. 

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The school of the future.

Generally speaking, schools have looked the same for the last 75 years or more. Of course, technology is now a key part of the classroom, and interactive whiteboards may have replaced the traditional chalkboards. But still the basic premise remains the same – the teacher stands at the front facing rows of desks which students sit behind.

So, schools really haven’t changed much physically for the better part of century. Some schools have experimented with flirtations of ‘open plan’ classroom design – but long corridors with conventional classrooms off them are still largely the order of the day.

Indeed, the way schools are organised has changed little either. Children are still typically grouped by age first and then by ability second. Of course, all over the world, you will always find isolated stories of schools being particularly innovative and creative. These are the schools that have decided to do things a little bit differently (often with great results), but – by and large – not upsetting the status quo seems to be the way most schools do things.

But technology has never moved at such a fast pace and impacted many professions. For example, people working in PR used to spend loads of times on taking screenshots, and nowadays those coverage reports can be made with software. Other jobs have been made entirely obsolete. 

Because of this many people are asking the question: What should the school of the future look like? People are intrigued by the thought of embracing technology more to improve the learning environment. AI (Artificial Intelligence) is big news these days – Will robots take over from teachers one day?

Technology is moving quickly and it can enable us to do some amazing things; so: what will schools look like in 20/30 years’ time?

Virtual classrooms?

The extent to which the schools of today are fit for purpose is a hot topic. Many educationalists believe that some of the things schools do are simply obsolete now. These include losing school days either through illness or bad weather. A former Law and Business teacher, Dave Townsend, created a virtual classroom to cater for one of his students who was unable to come into school for 6 months because of an immune deficiency problem. Townsend was able to develop a facility that enabled the student to log on and view the classroom so that learning was not affected in any way.

With the technology and software that is available today, let alone in 20/30 years’ time, the idea of a virtual classroom could become commonplace.

Part-time schools?

Technology has made remote working simple. The possibilities and potential it offers – no more commuting into the office, for example – are endless. Many companies have already embraced remote and flexible working opportunities. The trend is only likely to grow in the years to come – and it could extend into the world of education too.

In the Australian city of Alice Springs, The School of the Air is already offering something similar to its students. Many of the school’s students simply live too far away from the school to make regular attendance practical. Therefore, students receive lesson materials via the post or the internet.

Of course, we should never underestimate the value of classroom conversations and social interaction. But, it is also true that technology now enables students to shoot and edit video, make a radio show, design posters and websites, blog – and interact online as well.

The question could be asked: Is the traditional classroom now redundant?

Robots not teachers?

Many educationalists now believe that is only a matter of time before robots – intelligent machines – begin to replace teachers in schools.

There will always be a place for teachers, but intelligent machines will be able to offer a more individual and personalised experience for students overall.

Ultimately, the extent to which the schools of the future are transformed by technology will be determined by government education budgets and policy, but the technology certainly has the potential to completely transform schools over the next 20 or 30 years.

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The evolution of the school of the future

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When Salman Khan shared his vision for “a free world-class education for anyone anywhere” at TED2011, he turned the education world on its head. As he introduced Khan Academy — a virtual classroom that uses video lessons to create an individualized, self-paced learning experience — his alternative model fueled the nascent dialogue about online education. The conversation only exploded from there.

In the three years since his talk, Khan has doubled down on his efforts to cultivate Khan Academy into the education model of the future. The site now has more than 10 million unique users per month, with five million exercises completed daily. The lessons are available in 29 languages, and are hosted on five fully translated sites. Through collaborations with MIT , the Getty Museum and the MOMA , Khan Academy is focusing its efforts on expanding and deepening its content offerings. It has even partnered with LeBron James , to up its cool factor.

Khan himself has been busy reimagining the education experience. After his talk ignited impassioned dialogue, he wrote a book that digs deeper into his idea — a landscape where teachers work in tandem with technology to foster the best learning environment for each student.

We spoke with Khan about the academy’s incredible growth, and what’s on the horizon for classrooms both physical and virtual. Below, an edited transcript of that conversation.

Khan Academy has seen incredible growth since you spoke in 2011. Where are you focusing your efforts as you expand?

Content coverage is a big thing. We’re making sure that, by next school year, our math experience is a very strong implementation of the Common Core , the math standards adopted by 46 states. Relative to where we were in 2011 when the TED Talk happened, back then we already had reasonable coverage — a scaffold of K-12 math and beyond — but now we’re serious about absolute full coverage of all of the major concepts that one would need to know for the K-12 Common Core, as well as AP Calculus. We’re doing a partnership with the AP tests to make sure that our AP Calculus is fully comprehensive. Since the talk, we’ve dramatically increased our coverage of physics and chemistry, math and history, and we brought on some art historians. Our broader video content has broadened dramatically.

In my TED Talk, I didn’t talk a lot about the use of data and analytics to fine-tune the experience — and that’s something we’re kind of doing all-out as we speak. We probably have 20 experiments on the site about retention, learning, engagement — whatever you want to call it. We have postdocs from Stanford and other places to actually do tests in cognitive science and learning science. That’s a big part of what we’re doing now. We’re also strengthening the personalization piece — we’re using very sophisticated machine learning in the background system to understand what the student likely knows and doesn’t know, and to give recommendations based on that. At the time of the TED Talk, we were going in that direction but it was a much simpler and more basic system. Now it’s really cutting edge.

The other big thing that’s happening is internationalization. It’s something that we’ve been working on for about a year and a half now, but we’ve just launched Spanish Khan Academy , and Brazilian Portuguese Khan Academy , Turkish and French and all the world’s major languages. This is not just redoing or translating the videos, it’s the whole experience — the software, the dashboard.

How have you seen the thinking about education shift since you gave your TED Talk?

The conversation around the classroom of the future really took off. A lot more people are  talking about what a classroom should be like. I don’t want to make too much of that — I think people have always been talking about that, and I don’t think it’s the TED talk alone that did it — but I do think it did help catalyze more conversation around what a school should look like, and what its credentials should be.

Since the talk, I published my book, The One World Schoolhouse . I hadn’t even agreed to write a book at the time of the TED Talk, and I think the talk catalyzed what people were interested in and helped it get published. The book pushes the TED talk to a deeper level –it’s also talking about credentialing and higher education.

An interesting element to this conversation is the rise of MOOCS . Where do you see Khan Academy in relation to online university courses?

I think we share a common lineage. I wouldn’t claim that Khan Academy was the first — we kind of grew out of MIT open courseware. But Sebastian Thrun was the first to launch a MOOC — he was apparently in the audience at my TED Talk and he was thinking, “Well, I’m a Stanford professor, I should be able to do this too!” He went off that very next fall and launched the first MOOC. And of course that was followed by Coursera and edX . I think we’re all focused on a free, world-class education for anyone, anywhere. So I think in that way we are completely aligned.

The difference is the implementation approach. I think MOOCS are trying to take a traditional university course model: start on a certain day, have problem sets due, everyone goes together in a synchronous way — it’s a virtual experience of a classroom. You register for a MOOC and you get a credential at the end of it. At Khan Academy, we’ve been trying to go a little more clean slate: if this is someone’s goal, how can they go at their own pace, how can we use exercises and analytics and dashboards to rethink the classroom? So a MOOC is: you’re going to take a course. Khan Academy is anywhere between, “I have a test tomorrow on L’Hôpital’s rule, so let me go get some practice on it,” all the way to, “I am running a calculus class and I want all my students to learn at their own pace with me as their teacher to see where they are so I can see who’s ready for a project or a conversation and if someone’s falling behind I can pair students together.” Khan Academy and MOOCS are taking different approaches to helping people learn.

There has been a lot of debate about the limits of online education. What content do you think works best online and what’s better left to a real-life setting?

I think the ideal is to have both.

Anything that lasts more than 30 seconds — or any explanation — makes sense to have in a video form. Or it could be in a text form and video form, so that students can get it whenever they want and they don’t have to feel judged. They can pause and repeat. Practice and feedback for a large set of classes — especially math and science — can be done really well online. I think it hasn’t been done really well, but it can be done well online if you have large item banks. Before the computer was invented, there was a multibillion-dollar industry of people writing algorithm problems. Why wasn’t there just a shared bank for these things? Now that we have the Internet, you can have these shared banks and you can also have a common way to interface with them and give the teachers analytics and feedback that is really good through software tools.

What that means for the teacher is a much higher value task of mentoring students, motivating students, having conversations with students. To a large degree, this is what’s always been true in humanities class. In a seminar, the professor doesn’t read the textbook or the novel to the students — they do that on their own — and then class time is much more valuable for richer experiences. We’d like to push that one step further with math or science material and allow students to move at their own pace. Because even if I didn’t read the last book in my literature class, I can engage in the next book. But, if I didn’t understand the last three chapters of math, I’m not going to be able to engage on the next one.

What are some surprising ways people are using Khan Academy?

The two that jump out at me: One example is a school in Oakland — Oakland Unity School — which is a charter school that takes students who are several grade levels behind coming out of Oakland City public schools. They’ve achieved dramatic results. The year before they were using Khan Academy, they were in the 50th percentile in California, and then using Khan Academy, they’re approaching the 98th percentile. I can’t imply that’s purely due to Khan Academy because it’s just one of many things they’re doing, but it’s incredible. And what’s so surprising about that is there’s a teacher there and he’s very adamant about using Khan Academy to teach math, but he’s also using math as a pretext for a tool around changing his students’ mindset about having a more active role — to have them take more ownership over their learning. He sees his role as: change their mindset. Once you change their mindset, they become really good students.

The Innova Schools in Peru, which are low-cost private schools for the Peruvian middle class, use Khan Academy as a core part of their math curriculum. And it was surprising because, when they launched, we didn’t even have Spanish Khan Academy but they were using it with students who for the most part did not know English. We started seeing some interesting learning gain. I visited last spring and was wondering how are they doing it, and they just use Google Translate to copy and paste the text and read the subtitles. That was enough to get by. That was a surprisingly good implementation of Khan Academy.

While we’re talking about Khan Academy in other countries, tell me more about the translation effort.

When I gave the talk, we had a very nascent translation effort, and that’s accelerated dramatically. It’s mainly around finding really good partners in different geographies, and the partners do everything from provide funding to the work of the translation, to the vetting to actually implementing it. We’re trying to understand how it can be used in the region’s schools. In Spanish, our main partner is the Carlos Slim Foundation and they do most of the on-the-ground work. In Brazil it’s been the Lemon Foundation that’s been doing most of everything. Our goal is to find groups like that in every major geography.

Are you tailoring content, like history lessons, to specific regions?

Not yet — most of the interest has been around the math content and the science content.

Do you see English lessons as a potential language-learning tool for someone who might want to learn math and English at the same time?

We’ve heard some things like that, but it isn’t really our focus at the moment. An incredible example is a letter I got from this young girl in Mongolia. She has a video that she uses through Khan Academy. I assumed she was middle- or upper-class but turned out that there was a group of engineers from Silicon Valley using their vacation time setting up computer labs in orphanages in Mongolia and she was one of the orphan girls. It was cool by itself that she was using Khan Academy. What’s even cooler is she’s gone off to be one of our main contributors to the Mongolian language of videos so we do have some one-off examples of surprising use case with surprising results who are also helping to translate.

You have a number of exciting partnerships — MIT, the Getty, the MOMA — and LeBron James. How did that one come about?

Yes, MIT, the MOMA and LeBron James. It was one of those strange things where someone emailed us and said, “I work with LeBron James and we’re interested in learning what you’re doing. LeBron wants to help with education and your nonprofit and he wants to do something that really matters.” So we were like, “Yeah, sure.” We met with LeBron and he’s obviously busy, so we tried to come up with something to leverage him but not take up his time. He watched the video about the scale of the sun and was fascinated. And that’s cool — if more kids knew that LeBron was fascinated by it, they would be too. We had a back and forth where LeBron asked a question about science , and then I or someone else tried to answer the question.

Where do you see Khan Academy evolving in the next 2-5 years? What’s the next big step?

The Common Core is a big thing — it’s about Khan Academy trying to fully empower teachers. What we’re doing with the common core is we want this to be a really useful tool that can really help teachers and that they’re really getting the common core materials and having time to work on other things. Hopefully in the next few years, we can really validate the utility of the Khan Academy in all types of classrooms.

I think internationalization may be three to five years out. I imagine that Spanish and Portuguese and Urdu and Hindi and Arabic could be useful for Khan Academy. We haven’t found the right partners for Japanese and Korean yet.

We have a core math experience that’s really interactive and exercise driven, and then there’s our tutorial experience, which includes a curated set of videos and exercises that you might find useful — so that’s our art history experience, our history experience. Hopefully in the next three, four, five years, we can get other areas like physics and chemistry as rich as our core math experience, maybe other things as well — art history, history. And we can leverage the community to do things like writing, and computer science. That’s a big thing that’s happened since the talk was the computer science platform launching — it’s different than the traditional Khan Academy. It’s very hands on and you share what you’ve made and it’s active. Those are the big things. And in terms of reach, who knows where we might get to.

Elizabeth Jacobs is an editorial freelancer at TED.

About the author

Liz Jacobs is an editorial staffer for TED.com.

• future of classroom education
• Khan Academy
• online education
• Salman Khan

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Futures of Education

• Research and knowledge
• New social contract
• Digital learning futures
• The Initiative 2019-2021
• National & local dialogues
• International advocacy

The Futures of Education

Our world is at a unique juncture in history, characterised by increasingly uncertain and complex trajectories shifting at an unprecedented speed. These sociological, ecological and technological trends are changing education systems, which need to adapt. Yet education has the most transformational potential to shape just and sustainable futures. UNESCO generates ideas, initiates public debate, and inspires research and action to renew education. This work aims to build a new social contract for education, grounded on principles of human rights, social justice, human dignity and cultural diversity. It unequivocally affirms education as a public endeavour and a common good.

No trend is destiny...Multiple alternative futures are possible... A new social contract for education needs to allow us to think differently about learning and the relationships between students, teachers, knowledge, and the world.

Our work is grounded in the principles of the 2021 report “Reimagining Our Futures Together: A New Social Contract for Education” and in the report’s call for action to consolidate global solidarity and international cooperation in education, as well as strengthen the global research agenda to reinforce our capacities to anticipate future change.

The report invites us to rebalance our relationship with:

• each other,
• the planet, and
• technology.

Summary of the Report

The international commission.

In 2019 UNESCO Director–General convened an independent International Commission to work under the leadership of the President of the Federal Democratic Republic of Ethiopia, H.E. President Sahle-Work Zewde, and develop a global report on the Futures of Education. The commission was charged with carefully considering inputs received through the different consultation processes and ensuring that this collective intelligence was reflected in the global report and other knowledge products connected with the initiative.

Our thematic research priorities

Featured highlights.

Sustainable development challenges and the role of education

Our foresight work, looking towards 2050, envisions possible futures in which education shapes a better world. Our starting point is observation of the multiple, interlocking challenges the world currently faces and how to renew learning and knowledge to steer policies and practices along more sustainable pathways.The challenges are great. But there are reasons for optimism, no trend is destiny.

Our work responds to the call of the International Commission on the Futures of Education to guide a new research agenda for the futures of education. This research agenda is wide-ranging and multifaceted as a future-oriented, planet-wide learning process on our futures together. It draws from diverse forms of knowledge and perspectives, and from a conceptual framework that sees insights from diverse sources as complementary rather than exclusionary and adversarial.

Linking current trends and the report of the International Commission on the Futures of Education.

• The global population is projected to reach a peak at around 10.4 billion people during the 2080s , nearly double the global population of 1990 (5.3 billion)
• There will be an estimated  170 million displaced people by 2050 , equivalent to 2.3% of the global population
• Sub-Saharan Africa is expected to be home to some 1/3 of the global population  by 2050

"A new social contract for education requires renewed commitment to global collaboration in support of education as a common good, premised on more just and equitable cooperation among state and non-state actors. Beyond North-South flows of aid to education, the generation of knowledge and evidence through South-South and triangular cooperation must be strengthened."

• The number of persons aged 65 years or older worldwide is expected to double over the next three decades, reaching 1.6 billion in 2050 (16% of global population)

"Human longevity may also increase and perhaps with it, at least for some, the extension of the work period of life. If older people can remain active and engaged, they will enrich society and the economy through their skills and experience."

• Global temperatures are expected to increase  2.7 degrees by 2100 , leading to devastating global consequences
• Humans currently use as as many ecological resources as is we lived on 1.75 Earths

"The planet is in peril (...) Here children and youth already lead the way, calling for meaningful action and delivering a harsh rebuke to those who refuse to face the urgency of the situation. (...) One  of  the  best  strategies  to  prepare  for  green  economies  and  a  carbon-neutral  future  is  to  ensure  qualifications, programmes and curricula deliver ‘green skills’, be they for newly emerging occupations and sectors or for those sectors undergoing transformation for the low-carbon economy."

• Global freedom has been declining for more than 15 years  

"There has been a flourishing of increasingly active citizen participation and activism that is challenging discrimination and injustice worldwide (...) In educational content, methods and policy, we should promote active citizenship and democratic participation."

• There will be an estimated 380 million higher education students by 2030, up from roughly 220 million students were enrolled in formal post-secondary education in 2021

"Future policy agendas for higher education will need to embrace all levels of education and better account for non-traditional educational trajectories and pathways. Recognizing the interconnectedness of different levels and types of education, speaks to the need for a sector-wide, lifelong learning approach towards the future development of higher education."

• Less than 10% of school and universities have guidance on educational uses of AI

"The challenge of creating decent human-centered work is about to get much harder as Artificial Intelligence (AI), automation and structural transformations remake employment landscapes around the globe. At the same time, more people and communities are recognizing the value of care work and the multiple ways that economic security needs to be provisioned.”

• Fake news travel 6 times faster than true stories via Twitter - such disinformation undermines a shared perception of truth and reality

"Digital technologies, tools and platforms can be bent in the direction of supporting human rights, enhancing human capabilities, and facilitating collective action in the directions of peace, justice, and sustainability (...) A primary educational challenge is to equip people with tools for making sense of the oceans of information that are just a few swipes or keystrokes away."

• Employers anticipate a structural “labour market churn” (or disruption) of 23% of jobs in the next five years, resulting in a net decrease of 2% of current employment due to environmental, technological and economic trends.

"Underemployment, the inability to find work that matches one’s aspirations, skillset and capabilities, is a persistent and growing global problem, even among university graduates in many of the world’s wealthiest countries. This mismatch is combustible: social scientists have shown that a highly educated population unable to apply its skills and competencies in decent work, leads to discontent, agitation and sometime sparks political and civil strife... Learning must be relevant to the world of work. Young people need strong support upon educational completion to be integrated into labour markets and contribute to their communities and societies according to their potential."

• CHANGING DEMOGRAPHICS: Global population in 2080s: 10.4 billion ( UNDESA  World Population Prospects, 2022) /Africa 1/3 population ( UNDESA  World Population Prospects, 2022)
• AGING POPULATIONS: 1.6 billion people over 65 in 2050 (UNDESA World Social Report , 2023)
• PLANETARY CRISIS: Humans use 1.75 Earths ( Global Footprint Network ) / Global temperatures to increase 2.7 degrees by 2100   ( UNFCCC  Synthesis Report, 2021)
• DEMOCRATIC BACKSLIDING: Global freedom has been declining for more than 15 years ( Freedom House  Freedom in the World report, 2023)

*  All figures correct as of 2023.

• TECHNOLOGY: Less that 10% of school and universities have guidance on educational uses of AI ( UNESCO study, 2023)
• DISINFORMATION: Fake news travel 6 times faster than true stories via Twitter ( MIT  study, 2018)
• UNCERTAIN FUTURE OF WORK: Net decrease of 2% of employment over next 5 years ( WEF  Futures of Work report, 2023) 
• CHANGING LIFELONG EDUCATION APPROACHES: 320 million students by 2030 ( World Bank  blog, 2022)

The third in a series of major visioning exercises for education

Reimagining our future together: a new social contract for education  is the third in a series of UNESCO-led once-a-generation foresight and visioning exercises, conducted at key moments of historical transition. 

In 1972, the  Learning to Be: the world of education today and tomorrow  report already warned of the risks of inequalities, and emphasized the need for the continued expansion of education, for education throughout life and for building a learning society.

This was followed by the 1996 Learning: The treasure within report that proposed an integrated vision of education around four pillars: learning to be, learning to know, learning to do, and learning to live together in a lifelong perspective.

News and stories

Please feel free to contact us here if you have any questions or requests. 

Modern Schools: The Vision of Future Schooling. Essay on Future Schools

Following is the collection of Essay on Future Schools. Modern schools are reshaping education. Discover how future school will redefine learning for the next generation.

The Evolution of Modern Schools: Essay on Future Schools – 100 Words

Modern schools are paving the way for a dynamic future in education. Modern schools will focus on enhanced interactivity and deeper engagement with students. The future school model will heavily rely on advanced technology . The way that students learn will change as well.

In the future, students will learn through Virtual Reality (VR). In modern schools, VR offers students a fresh perspective, making learning thrilling. Another way that schools will change in the future is through MOOCs or massive open online courses.

MOOCs, a hallmark of modern schools, are global online courses presented by top universities. These classes are typically free to take and can be completed in a few weeks or months. This modern school approach is gaining traction due to its numerous advantages over conventional education.

For example, MOOCs allow students to receive real-world education from top professors without having to leave their home country or spend years in college. Additionally, MOOCs provide a competitive edge for students who want to get ahead in their field.

Taking the information given below in the input, develop it into a paragraph (100-150 words). You can invent your own details.

Story ‘The Fun They Had’ — the year 2157 — no separate buildings — no human teacher — no printed books — e-books — TV screen — mechanical teacher — slot to put homework — no fun & romance of old schools — not same learning.

Ans.                          Future Schools

The Fun They Had’ offers a peek into future school scenarios in 2157 . They will have no separate building. Only a bedroom will serve the purpose. The teachers will not be living human beings. There will be no printed books. They will become irrelevant. TV screens will have millions of books on them. The mechanical teacher will have a slot where homework and test papers will be put. Only the punch-code language will be used.

All students will not learn the same thing. Hence, they will not be able to help each other. The mechanical teacher will be adjusted according to the mental level of each student. Without grand buildings and human teachers, the so-called ‘schools’ in future will lose the fun and romance of the good old schools.

Download the above Paragraph in PDF (Printable)

Write a paragraph on the topic in about 80 words:.

Ans.                   What I want to do for My School.                                                         

  I want to see my school as a dream school, in which students have all facilities they could require. If I have money, I would like my school to have as many computers as the number of students. I want all the students to learn the use of a computer, have access to the Internet and increase their global knowledge. I want my school to come to the International standard of schools. If all the students of my school become computer literate then that will be a Dream comes true.

Download the above Paragraph in PDF

Related Posts

Classroom of the Future Essay

In the future, the classroom will change greatly, reflecting social and technological changes penetrated our society. In the future, a great layer of information and varieties of technology will be available, so the classroom of the future is a virtual classroom: e-classroom and e-learning (Nelson et al. 2006). In contrast to the modern education system, where the Internet is used as a supportive context for extending student inquiries, in the future, the Internet and Intranets will be used as a core of education and learning. Wireless, seamless networking of devices as disparate as mobile phones, PCs, personal organizers, and televisions will be the norm, and the expectation will be that this works well and that it happens as if by magic. Access will be everywhere; at home, in the workplace, on holiday, in both public (public sites will vary from Internet cafes to public libraries) and private (home access, subscriber clubs) (Sanchez 2007). It will be as ‘natural’ for students to access information as it is for us to access electricity.

In a virtual classroom, there will be multiple levels of possible collaboration. The primary focus will be on helping students in the same classroom become a community of learners, a team of inquirers who listen carefully to each other, challenge, and encourage–in short, who learn together. This type of interaction, and the kind of dialogue that characterizes it, does not spontaneously occur among students over the network (Classroom of the Future, 2006). In fact, it does not spontaneously occur in the classroom either but requires active involvement by the teacher. E-books and e-textbooks, re-writing books, and e-tests will be part of the classroom and education. The students will be graded automatically according to their participation and learning progress. These techniques will help teachers to coordinate, direct and guide the efforts of students toward the achievement of learning goals and objectives (Nelson et al. 2006). Some critics describe the school of the future as ‘chairless school’ complete with “standing” desks and a host of sophisticated of learning technologies” (Classroom of the Future, 2006). This approach will help to overcome such problems as obesity and increase physical activities.

Within this process, effective communication has a great influence on analytical skills and the decision-making process as a part of the educational process. The classroom of the future will also be based on communication and interaction between a teacher and a student. Thus, all interaction and communication will be online (virtual conferences). “Teachers will build lesson plans around information on classroom websites” (Sanchez, 2007). In the future, all students will interact in real-time in a graphic world (like a computer game) where they are either assigned a role or create their own role to play within the environment. Class discussions and learning will take place in the virtual environment. A young person registering in an education center will begin a lifelong contract where his or her learning is not time delimited but grows richer and deeper throughout life. Influenced by technologies and innovative solutions classroom will never be the same: it will evolve with science and Information Technologies.

• Classroom of the Future . (2006). Web.
• Nelson, J.L., Palonsky, S.B., McCarthy, M.R. (2006). Critical Issues in Education . McGraw-Hill Humanities/Social Sciences/Languages.
• Sanchez, L. (2007). Learning via e-Pad . Web.
• Chicago (A-D)
• Chicago (N-B)

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IvyPanda . 2021. "Classroom of the Future." September 17, 2021. https://ivypanda.com/essays/classroom-of-the-future/.

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Ultimate Guide to Writing Your College Essay

Tips for writing an effective college essay.

College admissions essays are an important part of your college application and gives you the chance to show colleges and universities your character and experiences. This guide will give you tips to write an effective college essay.

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Avoiding common admissions essay mistakes

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Brainstorming tips for your college essay

Stuck on what to write your college essay about? Here are some exercises to help you get started.

How formal should the tone of your college essay be?

Learn how formal your college essay should be and get tips on how to bring out your natural voice.

Taking your college essay to the next level

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Student Stories

Student Story: Admissions essay about a formative experience

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Student Story: Admissions essay about personal identity

Get the perspective of a current college student on how she approached the admissions essay.

Student Story: Admissions essay about community impact

Student story: admissions essay about a past mistake, how to write a college application essay, tips for writing an effective application essay, sample college essay 1 with feedback, sample college essay 2 with feedback.

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Examples of Scholarship Essays for the “Career Goals” Question

Emily Wong is a writer at Scholarships360. She’s worked as a social media manager and a content writer at several different startups, where she covered various topics including business, tech, job recruitment, and education. Emily grew up and went to school in the Chicago suburbs, where she studied economics and journalism at Northwestern University.

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Maria Geiger is Director of Content at Scholarships360. She is a former online educational technology instructor and adjunct writing instructor. In addition to education reform, Maria’s interests include viewpoint diversity, blended/flipped learning, digital communication, and integrating media/web tools into the curriculum to better facilitate student engagement. Maria earned both a B.A. and an M.A. in English Literature from Monmouth University, an M. Ed. in Education from Monmouth University, and a Virtual Online Teaching Certificate (VOLT) from the University of Pennsylvania.

Writing an essay is often the trickiest part of the scholarship application, not to mention the most time-consuming. However, the essay section also allows room for creativity and individuality. If you can communicate effectively, you can use the essay portion to stand out from the crowd. Let’s go over some tips for writing, as well as a couple of scholarship essay examples about career goals.

How to write a scholarship essay 

At this point, you’ve probably gained plenty of experience writing papers for school. However, it may still take a couple of tries to nail the scholarship essay. Since scholarship teams often have to get through a lot of applications, it’s important to stand out while staying concise. Here are some simple guidelines for writing scholarship essays.

See also: How to write a winning scholarship essay (with examples!)

Take five minutes to brainstorm

Before you even start your essay, take some time to gather your thoughts. Think about what you’ll want the paper to focus on. Why did you choose to pursue your career path in the first place? Where do you want to be in five years? How would this scholarship help you further your studies and work toward your goals?

Once you’ve jotted down a few ideas, choose one or two to center your essay on. Identifying the focus of your paper, it’ll make it easier to keep your thoughts organized. In turn, it’ll make it easier for the reader to follow.

Related : How to start a scholarship essay (with examples!)

Stay within the word limit

Unlike the four-page essays that you may have written in English class, scholarship essays are often only a paragraph or two. In order to respect the selection committee’s time, be wary of going too far about the specified word count. A general rule of thumb is to stay within 20 words above or below the limit. That may entail a few rounds of edits to get the wording just right.

Stay positive!

Feel free to use part of your essay to talk about your life’s challenges. After all, the selection committee often wants to give the award to a candidate who needs it. However, make sure your anecdote doesn’t devolve into a sob story. If you’re going to bring up hardships you’ve endured, try to balance it by talking about how you’ve overcome them. By demonstrating resilience, you can show readers how you would use the scholarship to succeed in your current situation.

Leave time to proofread

Especially for a short scholarship essay, proofreading can take as little as 5-10 minutes. Still, it can be tempting to just hit “submit” after your first draft. However, being too impulsive can leave your essay riddled with typos and grammatical errors.

Try to avoid unnecessary mistakes by finishing your draft at least 24 hours before the scholarship deadline. That way, you can proofread it with fresh eyes before you submit it.

If you’re struggling to close out your essay, read how to end a scholarship essay in five steps .

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How to write a 100-word “career goals” essay.

When writing a 100-word essay, you’ll have to choose your content carefully. Since space is limited, you’ll want to identify the most important details to include beforehand.

First and foremost, make sure to clearly communicate your current pursuits. Talk about your academic and extracurricular activities related to your career goals. Additionally, it’s important to be specific about what you plan to do in the future. Then, if you have extra room, you can talk about how the scholarship will help you reach your goals.

My name is Alison MacBride, and I’m a sophomore at the University of Illinois. I’m currently pursuing a major in Journalism with a minor in Natural Resource Conservation. After completing my program, I plan to combine my areas of interest to become an environmental journalist.

During high school, I volunteered at an eco-conscious farm, where I learned about how our actions affect the earth. Since then, I’ve been set on raising awareness for the environment. This scholarship would go a long way in helping me finish my degree with the skills I need to investigate and report about critical issues.

Word count: 100

How to write a 250-word “career goals” essay

For the 250-word essay, you can go into more detail. Give the readers some context by talking about how you first got interested in your chosen career. Storytelling can be especially effective in engaging your audience. Try to capture their attention by choosing one or two concrete examples and relaying them vividly.

Additionally, you can spend more time talking about the scholarship and how it’ll make a difference in your studies. Go into more detail about how and why you need the award, but remember to keep it positive! For more help, check out how to write a 250 word essay . 

I first decided that I wanted to pursue a career in environmentalism in early high school. The summer after my freshman year, I joined a volunteer program at an eco-conscious farm in my community. In addition to helping out with the operations, I learned about current environmental issues related to farming and other consumer industries.

After learning about the agricultural industry’s impact on the planet, I was inspired to make a difference. The next year, I started a monthly earth magazine at my high school in which we broke down environmental issues and offered tips on how to be more eco-friendly. When I started college, I founded an on-campus publication with the same mission.

In recent years, I’ve been troubled to see how some media outlets downplay the gravity of issues like climate change and deforestation. I’ve admired reporters who publish trustworthy and comprehensible information about environmental issues, and I aim to follow in their footsteps.

When I entered college, I was initially concerned that I wouldn’t have enough money to finish my degree. Fortunately, I’ve been able to cover most of my tuition using merit scholarships and paychecks from my part-time job on campus. Receiving this scholarship would allow me more time to focus on acing my classes and pursuing environmental advocacy work on campus.

Word count: 261

Final thoughts

Planning is essential in making your “career goals” essay clear and concise. Hopefully, these scholarship essay examples about career goals can be your guide to writing a scholarship-winning essay. Good luck!

Additional resources

Maybe you need to write a longer scholarship essay? We can help with our writing a 500 word essay guide ! Be prepared and learn how to write essays about yourself and how to craft an impressive personal statement . Learn the differences between a personal statement and a statement of purpose as the terms might come up on college websites. If you haven’t decided on a college already, check out our guide on how to choose a college . No matter where you are in your educational journey, make sure that you apply for all the scholarships you qualify for!

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Future Plans Essay

500+ words future plans essay.

Everyone has dreams and plans for the future. In our childhood, we dream of becoming a doctor, an engineer, an astronaut, etc. It’s we who really know best what we like. We know what we want in our life. Future plans can be different for different students. Below is just a sample essay that students can use for reference. This future plan essay will help students to write an effective essay on their future plans. They can also get the list of CBSE Essays on different topics for their practice. It will boost their score in English exams and also help them to participate in various essay writing competitions.

My Future Plan

I often wonder about my future as I am about to finish my schooling. There are a number of questions in my mind, and the one which mostly revolves around my mind is which profession I should choose. It is difficult for me to make a choice because I am aware that the decision will impact my entire life. I always dream of a profession that I can enjoy, that brings a challenge to me and satisfies me. I believe in a job that is like a hobby for me. I just don’t want to do the job to make money. Instead, I want to love my profession and duty. Also, my job should be such that I contribute to society and help people.

From my childhood, I always wanted to treat people and cure their diseases. So, to fulfil this dream of becoming a doctor, I have some future plans. Firstly, I have to complete my secondary schooling. Then, I have to complete my higher secondary education, and thereafter, I would like to study in a prestigious medical college and later become a doctor.

Studying medical science takes a long time. It is a difficult course and requires a tremendous amount of hard work and patience. I hope that I will be able to meet all the challenges and complete my studies well. After the completion of my studies, I would like to work in a hospital, so I can make my dream come true.

During my studies, I will have to work on different biology projects. The experience of working on these projects will give me insight into science and help me in becoming a good doctor. In addition, I also have to develop patience and diligence. During the summer vacations, I will have to work under a good doctor as an assistant nurse. It will help me to get real-life experience of how doctors work. Moreover, the learning will help me to deal with patients, nurses, doctors and staff of the hospital. It will be the best kickstart for my career as a future medical student.

As for now, I am focusing on my studies and looking forward to completing my schooling. I do have a future plan for my family. But, before that, I would like to travel the world. I want to visit different countries like America, Finland and London and travel to all the continents. After finishing my education and going on a world trip, I would like to settle down in my life. So, I will get married and would love to have a small family. I would like to have a small home in a natural and calm place where I can live and enjoy myself with my family.

Students must have found “Future Plans Essay” useful for improving their essay writing skills. Visit BYJU’S website to get the latest updates and study material on CBSE/ICSE/State Board/Competitive Exams at BYJU’S.

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What I’ve Learned From My Students’ College Essays

The genre is often maligned for being formulaic and melodramatic, but it’s more important than you think.

By Nell Freudenberger

Most high school seniors approach the college essay with dread. Either their upbringing hasn’t supplied them with several hundred words of adversity, or worse, they’re afraid that packaging the genuine trauma they’ve experienced is the only way to secure their future. The college counselor at the Brooklyn high school where I’m a writing tutor advises against trauma porn. “Keep it brief , ” she says, “and show how you rose above it.”

I started volunteering in New York City schools in my 20s, before I had kids of my own. At the time, I liked hanging out with teenagers, whom I sometimes had more interesting conversations with than I did my peers. Often I worked with students who spoke English as a second language or who used slang in their writing, and at first I was hung up on grammar. Should I correct any deviation from “standard English” to appeal to some Wizard of Oz behind the curtains of a college admissions office? Or should I encourage students to write the way they speak, in pursuit of an authentic voice, that most elusive of literary qualities?

In fact, I was missing the point. One of many lessons the students have taught me is to let the story dictate the voice of the essay. A few years ago, I worked with a boy who claimed to have nothing to write about. His life had been ordinary, he said; nothing had happened to him. I asked if he wanted to try writing about a family member, his favorite school subject, a summer job? He glanced at his phone, his posture and expression suggesting that he’d rather be anywhere but in front of a computer with me. “Hobbies?” I suggested, without much hope. He gave me a shy glance. “I like to box,” he said.

I’ve had this experience with reluctant writers again and again — when a topic clicks with a student, an essay can unfurl spontaneously. Of course the primary goal of a college essay is to help its author get an education that leads to a career. Changes in testing policies and financial aid have made applying to college more confusing than ever, but essays have remained basically the same. I would argue that they’re much more than an onerous task or rote exercise, and that unlike standardized tests they are infinitely variable and sometimes beautiful. College essays also provide an opportunity to learn precision, clarity and the process of working toward the truth through multiple revisions.

When a topic clicks with a student, an essay can unfurl spontaneously.

Even if writing doesn’t end up being fundamental to their future professions, students learn to choose language carefully and to be suspicious of the first words that come to mind. Especially now, as college students shoulder so much of the country’s ethical responsibility for war with their protest movement, essay writing teaches prospective students an increasingly urgent lesson: that choosing their own words over ready-made phrases is the only reliable way to ensure they’re thinking for themselves.

Teenagers are ideal writers for several reasons. They’re usually free of preconceptions about writing, and they tend not to use self-consciously ‘‘literary’’ language. They’re allergic to hypocrisy and are generally unfiltered: They overshare, ask personal questions and call you out for microaggressions as well as less egregious (but still mortifying) verbal errors, such as referring to weed as ‘‘pot.’’ Most important, they have yet to put down their best stories in a finished form.

I can imagine an essay taking a risk and distinguishing itself formally — a poem or a one-act play — but most kids use a more straightforward model: a hook followed by a narrative built around “small moments” that lead to a concluding lesson or aspiration for the future. I never get tired of working with students on these essays because each one is different, and the short, rigid form sometimes makes an emotional story even more powerful. Before I read Javier Zamora’s wrenching “Solito,” I worked with a student who had been transported by a coyote into the U.S. and was reunited with his mother in the parking lot of a big-box store. I don’t remember whether this essay focused on specific skills or coping mechanisms that he gained from his ordeal. I remember only the bliss of the parent-and-child reunion in that uninspiring setting. If I were making a case to an admissions officer, I would suggest that simply being able to convey that experience demonstrates the kind of resilience that any college should admire.

The essays that have stayed with me over the years don’t follow a pattern. There are some narratives on very predictable topics — living up to the expectations of immigrant parents, or suffering from depression in 2020 — that are moving because of the attention with which the student describes the experience. One girl determined to become an engineer while watching her father build furniture from scraps after work; a boy, grieving for his mother during lockdown, began taking pictures of the sky.

If, as Lorrie Moore said, “a short story is a love affair; a novel is a marriage,” what is a college essay? Every once in a while I sit down next to a student and start reading, and I have to suppress my excitement, because there on the Google Doc in front of me is a real writer’s voice. One of the first students I ever worked with wrote about falling in love with another girl in dance class, the absolute magic of watching her move and the terror in the conflict between her feelings and the instruction of her religious middle school. She made me think that college essays are less like love than limerence: one-sided, obsessive, idiosyncratic but profound, the first draft of the most personal story their writers will ever tell.

Nell Freudenberger’s novel “The Limits” was published by Knopf last month. She volunteers through the PEN America Writers in the Schools program.

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There’s so much more to AI in schools than cheating in essays, says Dunblane teacher

Talk about schoolchildren using AI tools like ChatGPT and people think of the potential for cheating in homework.

But that’s not among the big issues we should be focussing on around artificial intelligence in education according to leading thinkers in the field.

Chris Ranson, of Dunblane High School, is among the more well-informed teachers on the emerging technology.

The Stirling secondary is seen as one of Scotland’s early adopters of AI and Chris is its AI integration lead.

He reckons we need to control the narrative on AI in schools and ensure it reaffirms the value of human thinking and human education.

He says: “Generative AI will be a hugely positive thing in our society if we get the right grasp of it.”

Most young people he has asked are already using generative AI, most commonly Snapchat’s MyA chatbot .

Yes, some pupils have passed off AI-generated output as their own for school assignments, he says.

But this could be a short term problem, he reckons, and countered by a change in assessment methods which is already in the post for Scotland.

The fact young people are already being exposed to such “radically powerful technology” makes instruction on the topic necessary, says Chris.

“It would be a mistake to assume uncritically encouraging [AI’s] use in schools is a good thing, but also a mistake to pretend a technological revolution is not currently underway.”

What is AI?

AI is not new, the term first coined in the 1950s.

Alexa uses AI. AI is the algorithms which determine your social media feed. AI organises photos on your mobile phone into albums like ‘snow days’ or ‘at the beach’.

AI is used day-to-day in health care, finance, retail, entertainment.

Generative AI – they type you can ask to write an essay, answer a question, create a picture – began to really take off around 18 months ago.

This includes chatbot ChatGPT, digital assistant Microsoft Copilot and image generators DALL-E and MidJourney.

All of these and many more are already in common use, and the technology is evolving rapidly.

I used Copilot on my laptop to aid research for this article – double-checking facts, of course – and DALL-E3 to produce the images at the top and above.

Chris says: “Generative AI will be a defining factor in the future of everyone in Scotland.

“The exponential effects of this technology are beginning to be felt across many industries and we will all be the benefactors of this, as well as the likely inheritors of unintended consequences.”

So both teachers and pupils need to be aware of both the benefits and the risks.

What could AI be used for in schools?

Lesson planning, personalised feedback, producing visual aids, graphs or question banks are all jobs which could be done by AI, Chris says.

AI can make it easier for us to use computers so that we speak to them rather than clicking through options. The computer learns us rather than us having to learn how to use it.

Pupils can use it for research and project-based learning.

What are the drawbacks of AI?

Herein lies one of the problems of generative AI. Accuracy.

“Unless one already knows about a subject, they cannot be sure if generative AI is generating false information,” says Chris.

Tools can produce the wrong answer to numerical problems, for example, yet confidently explain how they reached it.

That is among the key messages Chris conveys when he speaks to teachers and pupils about AI.

He says: “Generative AI cannot be trusted. By its nature its job is to generate content and often it will do this without much regard to truth or validity.”

Also he warns people that every conversation with a chatbot is public, saved in a database somewhere.

A cognitive crutch?

Chatbots will be influenced by bias and groupthink, shaped over time by large populations of people using the same tools.

In terms of security, safety features of generative AI can be bypassed. Production of sexual and violent material is another concern, says Chris.

But his biggest worry is that freely introducing generative AI into the classroom may create a “cognitive crutch for pupils who are in the process of learning how to learn”.

He says: “This concern may prove to be as irrational as saying the internet would damage the education of young people.

“But until we have some evidence one way or the other, I am cautious about introducing a tool which offloads much of the critical thinking a young person develops in school; critical thinking which they then can use in all walks of life.”

How has AI been used so far in Dunblane High School?

For this reason and others, Chris has shied away from promoting its use in Dunblane High School.

Chris says: “Staff and pupils both have had a similar mix of curiosity and caution regarding the use of AI.

“Some teachers have used it for the production of learning materials, for example, generating question banks or images, others have used it to produce content for the pupils to critically analyse.”

While he reckons its too early to assume generative AI will benefit classroom learning, Chris reckons teachers need to be coached in its possibilities.

And even the most technophobic among them may be pleasantly surprised.

He says: “Teachers who have struggled to use current software systems will not want to get into the nitty gritty of generative offerings.

“However, if generative AI possibilities are allowed air to breathe then it should appear so attractive to such teachers that they actively want to use it.

“For example, if you could say to a teacher you no longer have to click through all the various options and menus required to complete online activities, be it content creation or marking, then even the more technologically weary would be interested potentially.”

AI at Abertay University for the future workforce

Dr Salma ElSayed uses AI in her classes in at Abertay University School of Design and Informatics.

She reckons there’s an untapped potential to exploit for teachers.

“We could use AI in the classroom for demonstrative purposes, for example explaining complex problems in an easy way. We could ask AI to do visualisations, make visual aids to help explain things.

“We can rely on AI to do tasks relatively quickly, like summarising texts, plotting graphs, translating text.

“There are a lot of exploitations we haven’t even touched on yet.”

Salma says we remain at an “early stage of being fascinated by how this is going” but we need to tread cautiously.

“We always tell our students be careful because it’s not reliable, it doesn’t guarantee the factual information is correct.”

Salma teaches students how to use generative AI. And she believes that skill will be vital when they join the workforce.

“When they graduate most employers will expect them to know generative AI and how to use it, even if it’s not the discipline of the company.

“We teach our students it’s important we embrace it but we have to use it in an ethical way.”

Where is AI-used prohibited for schoolchildren?

Use of AI was temporarily banned in some Australian schools. Schools in some American states also banned it.

Here pupils are forbidden by the Scottish Qualifications Authority from using or referencing AI tools in coursework.

A spokesperson said: “SQA recognises that artificial intelligence technology and tools present great opportunities and substantial challenges for Scotland’s education community.

“That’s why we have provided clear guidance and leadership to protect the credibility of assessment and qualifications.

“We will continue to engage regularly and closely with teachers and learners and with education partners to ensure our guidance and policies keep pace with the rapid advances in AI capability and adoption.”

AI in a new Scottish education system

The potential for AI to disrupt the current qualification system was considered in the Hayward review of qualification and assessment reform .

The review report recommends reform of Scotland’s exams-based system. These include scrapping fourth year exams and different assessment methods for Highers and Advanced Highers.

It recommends the Scottish Government convene a cross sector commission on AI in education as a matter of urgency.

Teachers, it says, should be supported in making the best of tools such as ChatGPT, and coursework tasks made compatible with AI developments.

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May 14, 2024 | Tiana Tran

A Reflection on Asian Culture

UConn Health Pharmacist Tiana Tran shares an essay for Asian American and Pacific Islander Heritage Month

From left: UConn Health pharmacist Tiana Tran celebrates Tết with her sister, Viviana Tran, mother, Bachloan Phan, and father, Thoi Tran, February 2024. (Photo provided by Tiana Tran)

Growing up as a Vietnamese American, Vietnamese culture was perpetually ingrained into my home life. While both my sister and I were born in America, our parents made sure to include our culture in our childhoods. We were raised speaking Vietnamese and we spent quality time with our grandparents, which helped to solidify our language skills. We listened to Vietnamese music, played Vietnamese board games, and learned the history of our family. We enjoyed Vietnamese dishes nearly every day and celebrated Vietnamese traditions such as welcoming our departed ancestors home to eat dinner with us as well as colorful Lunar New Year festivities with family. As a result, my culture is very integral to my identity and I am proud of who I am.

Today, my family and I still perpetuate these traditions; just this February, my family got together and celebrated Tết, the Lunar New Year, in our own special way. I feel very grateful that my family and my culture are so present in my life.

A large part of my culture, and most East Asian, Southeast Asian, and South Asian cultures, revolves around community and family. In the spring, we celebrate Tết with our loved ones. We welcome the new year, full of new beginnings and good fortune, with our community. The celebrations are a chance for everyone to become closer and for communities to get together. It’s a chance for us to appreciate our roots, pay respects to our ancestors, and share well wishes for the new year with our loved ones.

With May’s arrival and spring in full bloom, I reflect upon the community I am a part of at UConn Health, and the immense pride I feel for working in and with a health system that truly cares for everyone. I am so incredibly grateful for the opportunities I have received that allowed me to contribute to the health care system as a pharmacist. This spring, I reflect on my identity and my culture, and how I am so proud of my heritage because it has made me the person I am today.

This May, I reflect on my roots, how my loved ones, my ancestors, and my culture have led me to where I am now. To everyone who has Asian or Pacific Islander heritage, I am so proud to see us represented at UConn Health, where we work together to cultivate a community of care in our health care system.

And to everyone in general, I invite you to do the same and reflect on your roots, and how they have led you to where you are today. Happy Asian American Heritage Month!

Tiana Tran, Pharm.D., is a 2022 graduate of the UConn School of Pharmacy. She completed her pharmacy residency at UConn Health a year later, and started as a staff pharmacist at UConn Health last August.

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