Digital learning–in the form of online, hybrid, and blended schools and courses–is growing steadily in U.S. schools. These learning options can transform education because they allow for learning, teaching, and student engagement outside the confines of traditional physical schools.
Students no longer have to show up at a school building every morning, and millions of students and families are demonstrating their preference for more flexible learning options by choosing their district’s online schools, charter schools, and private schools.
Digital learning meets the needs of today’s students, who are seeking flexibility in their scheduling. Many high school students want to pursue sports, arts, and career interests in the form os jobs, internships, and other program. Others simply crave the control an innovative school gives them over the time, place, and pace at which they learn. Digital learning also meets the needs of teachers, who, just like knowledge workers around the world, are interested in employment that allows them to choose their schedules.
Online and hybrid learning is becoming easier to implement as technology grows and improves. Unlike just a few years ago, when teachers were concerned about using multiple technology tools, much-improved integration and interoperability between platforms is making adoption of multiple tools far easier.
While relatively few students and families prefer their education to be 100 percent online, many students are selecting hybrid options that combine online and face-to-face interactions. Much like young knowledge workers who are increasingly blending home offices with corporate headquarters, digital learning is showing up in unexpected places as well. Let’s take a closer look at two examples: career and technical education (CTE) and physical education (PE).
CTE is often perceived as being “hands on” in ways that casual observers might expect would not align well with digital learning–but the truth is exactly the opposite.
Digital learning is broadening the world of CTE for students. Online and hybrid schools provide CTE programs by offering a combination of online career courses and by partnering with businesses, state and regional training centers, and other organizations to combine online learning with on-the-ground, real-world jobs, internships, and learning opportunities.
Hybrid schools and programs, including those run by mainstream districts, provide academic scheduling flexibility to students who seek to prioritize their time in jobs, internships, or career training. No longer do these students have to fit in their career interests after regular school hours or on weekends–when many companies and high-value jobs are not open or available.
For example, a student interested in a veterinary career can work at a vet’s office during the regular week and school hours, completing some of their online coursework after normal work hours.
Virtual Arkansas, a state-supported course provider supporting districts across Arkansas, has made digital CTE a central element of its offerings.
“CTE is a key part of our value to students and schools across Arkansas. Students, teachers, counselors, and the business community, all appreciate that we are providing flexible options for students to gain real-world expertise and experience via our online and hybrid programs,” said John Ashworth, the programs’ executive director.
Perhaps even more surprising than CTE shifting to digital is the idea that next generation physical education is based on online tools, adept teachers, and student voice and choice.
Today’s students are accustomed to going into a coffee shop and ordering their drink with a dozen customized features. And yet, in traditional PE classes, we expect students to all want to learn the same sport, activity, or exercise, at the same time and pace. That’s how too many traditional gym classes operate–based on the factory model of education in which all students do the same thing at the same time.
There’s a better way, which is being embraced by online schools, hybrid schools, and traditional districts. Online and hybrid PE classes shift exercise, activity, and wellness to match student interests and timing. A student chooses from hundreds of detailed instructional videos in dozens of categories, from aquatics to basketball to yoga, trains using the videos combined with instruction provided by a teacher, and tracks her progress.
This doesn’t sound like a traditional gym class; instead, it mimics the ways that young adults are active in gyms, yoga studios, and sports leagues all around the country. Consider fitness clubs from the local YMCA to the most high-end club–they are all offering a wide variety of classes, on varied schedules to fit busy lifestyles, and at different levels of expertise. No school can match this, of course, by the traditional approach to gym class. But Joe Titus, founder and CEO of Hiveclass, which offers online physical education courses, points out that student agency to choose from a wide variety of PE options is possible–when schools are ready to make the leap.
Online schools and district programs are already doing so, with fantastic outcomes as students lean into their choices and options. As futurist William Gibson said decades ago, “the future is here, it’s just not evenly distributed.”
Online and hybrid CTE, physical education, and other options prove the point. The next step is to make these options widely available to all the students who are seeking a better alternative.
John Watson, DLAC
John Watson is the founder of DLAC (formerly Education Education Group), which has been a leading consulting and advisory firm serving school districts, state agencies, foundations, and companies in the K-12 digital learning field for more than 20 years. John writes regularly about various issues related to digital learning and is a contributing author of the Handbook of Research on K-12 Online and Blended Learning. His and DLAC, LLC’s work have been cited in The New York Times, Wall Street Journal, USA Today, Education Week, and eSchool News, and appeared on NBC Nightly News. He has submitted invited testimony to state legislatures, state boards of education, charter school commissions, and other government agencies.
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The 4th Kazan Global Youth Summit, jointly organized by Russia’s government of Tatarstan and the Islamic Cooperation Youth Forum (ICYF), took place on Aug. 28-29 at the Kamal Theater in Kazan, under the theme “Education of Personality in the Era of Global Changes: Values-Based Career Development.”
The opening ceremony of the summit was attended by Tatarstan Deputy Prime Minister Leyla Fazleyeva, ICYF President Taha Ayhan and Timur Suleymanov, advisor to the president of the Republic of Tatarstan, Rustem Minnikhanov.
In her remarks, Deputy Prime Minister Fazleyeva welcomed the international gathering, underscoring the importance of such events in shaping global youth policy agendas. She highlighted that this year’s summit brought together more than 200 delegations from 45 countries, reflecting the summit’s growing global appeal and increasing international engagement.
Fazleyeva emphasized the summit’s importance, stating, “I am confident that today will bring numerous opportunities to strengthen collaboration. The Republic of Tatarstan remains committed to and open for dialogue.”
On the first day, the summit featured a variety of sessions exploring the intersection of artificial intelligence, new media, education and values-based learning. One notable session addressed the question, “Will New Media and Artificial Intelligence Replace Traditional Educational Institutions? How to Survive in the Era of Digitalization?” Participants discussed how AI and digital tools can complement, rather than replace, traditional education, emphasizing the importance of critical thinking, teamwork, and human interaction.
ICYF President Taha Ayhan (C), Tatarstan Deputy Prime Minister Leyla Fazleyeva (R), and Kazan Federal University Vice Rector Timerkhan Alishev during the press conference, Kazan, Russia, Aug. 28, 2025. (AA Photo)
Following the opening ceremony, Taha Ayhan, president of ICYF, spoke to Daily Sabah, “First of all, I am grateful to the Turkuvaz group and especially to Daily Sabah, because from the very first day, in all activities of the Islamic Cooperation, you have amplified our voices and increased our visibility. The youth of the Muslim world need every kind of support, particularly in terms of visibility.”
“The first version of the Kazan Global Youth Summit is a legacy of Kazan being named the Youth Capital of Tatarstan, which coincided with the 1,800th anniversary of Islam in the northern part of the world. This year, we are discussing the theme of education and employment in an era of challenges, with values as the central focus. In the first version of the summit in 2022, we addressed family values and we are continuing that tradition by connecting timeless values to contemporary issues,” he added.
“This year, we have welcomed numerous ministers, policymakers and representatives from around the world. We also have participants from 40 countries, selected from 7,000 applications, demonstrating the strong interest of global youth. There is also significant participation from International and Turkish organizations. Additionally, universities are actively involved, particularly through partnerships with Russia’s Ministry of Higher Education, with all federal university rectors joining the summit.” Ayhan said.
“Our aim is to create a global platform for open discussion among policymakers, nongovernment organisations (NGOs), civil society representatives and, of course, the youth themselves. We hope the discussions and resulting recommendations will contribute meaningful input to the United Nations Assembly,” addressing current global crises, Ayhan highlighted that Gaza would be a central topic this year, given the ongoing humanitarian catastrophe over nearly two years. He noted that the summit is not only about envisioning solutions for future challenges but also confronting urgent issues. Participants are committed to addressing the situation frankly, with the hope that their recommendations will encourage actionable solutions.
Responding to the role of the summit in helping Muslim youth engage with Western culture while preserving their identity, Ayhan explained that the event demonstrates how Muslim youth from diverse regions, including Australia, Latin America, North America and Africa, share a global community. Despite differences in cultural environments, Islam provides common values that also align with universal human values, connecting Muslim identity to a broader sense of humanity.
Traditional dance performances at the Global Young Leaders Awards during the 4th Kazan Global Youth Summit, Kazan, Russia, Aug. 28, 2025. (AA Photo)
As part of the summit, the “Global Young Leaders Awards” ceremony was held to recognize outstanding achievements in various fields. The event also featured a rich program of cultural performances, including traditional and contemporary music, dance ensembles from various countries, theatrical acts, and visual arts displays, which highlighted the diversity and creativity of the youth participants.
The awards were presented in various fields, including social entrepreneurship, youth-led initiatives, individual achievements, research, cultural preservation, media influence and mentorship.
Young Person of the Year Sharmeen Fayyaz from Pakistan told Daily Sabah that she was honored to receive the award, describing it as a significant recognition of her work as a young researcher. “I’m very happy to be nominated for this award and to be part of this event,” she said.
Dr. Sharmeen Fayyaz from Pakistan receiving her Young Person of the Year award at the 4th Kazan Global Youth Summit, Kazan, Russia, Aug. 28, 2025. (AA Photo)
About the event itself and its impact on youth, Fayyaz said, “The discussions were very insightful and exactly what we needed. For example, the morning session on AI and its implications was particularly useful. Another session focused on how to train and guide children effectively, which is very timely. I learned a great deal about how to educate children and help them use AI responsibly, as they will be living in an era where AI is increasingly dominant. This experience has given me practical ideas to implement when guiding the next generation.”
Dr. Amina Obaid Alhajri, director general of the OIC Cultural, Social and Family Relations, told Daily Sabah following the award ceremony, “First of all, I am very glad to be part of this successful event again. This year’s summit focuses on a very important topic: artificial intelligence. The key question is whether artificial intelligence will reshape the future of education, and I believe the answer is yes, we are going to see significant changes in education through AI.”
“This event brings together all stakeholders, including leaders, international organizations and governments, to discuss the opportunities and challenges posed by this transformation. The summit will serve as a platform for deliberation and we aim to develop recommendations that all participating organizations can follow,” she said.
Russia’s Tatarstan President Rustem Minnikhanov attended the closing ceremony of the event, along with Russia’s Science and Higher Education Minister Valery Falkov and ICYF President Taha Ayhan.
Reflecting on the summit’s achievements, Minnikhanov said, “This event has already launched projects, created mentorship networks and encouraged cross-border collaboration. The challenges we face, including poverty, climate change, and issues of identity, demand leaders who operate with wisdom, courage, and integrity. Let us recommit ourselves to ensuring that education provides knowledge, purpose and the skills necessary for young people to succeed professionally while serving society and humanity.”
The summit’s declaration emphasized that digitalization and artificial intelligence should advance education and enhance learners’ well-being. It is committed to promoting safe, transparent and ethical technologies, protecting children’s rights and data, strengthening teacher training and fostering youth creativity and critical thinking. Recognizing the role of lifelong learning in a changing world, the declaration also emphasized the development of flexible education systems that enable young people to update their knowledge and confidently shape their futures continually.
A “new chapter” in TNE, renewed focus on Southeast Asia and a desire for joined-up collaboration to improve integrity issues were among the key themes discussed at a recent Future Focus Dialogue – an event designed to connect senior sector leaders with Australian government departments supporting international education.
Organised by Austrade with the involvement of many government departments and peak bodies, the afternoon saw high level dialogue focused on three key areas: quality and integrity, Transnational Education (TNE) and graduate employability and workforce needs.
The issue of onshore provider switching quickly emerged during the open discussion. While charging international students to switch providers is not expected in the short term, it was acknowledged as one of several potential measures being considered to address the challenge of course transfers.
Education providers were encouraged to look at their own track record for students requesting to switch – currently allowed after a six-month ban on immediate course change – and to consider their retention rate in terms of whether their recruitment is having an effective outcome.
Elsewhere, delegates heard from quality standards auditor, TEQSA, on its desire to continue to work collaboratively with education providers to highlight and solve any integrity issues. Speakers acknowledged that quality and integrity compliance isn’t solely a problem caused by education agents – providers too have a responsibility to uphold high quality standards.
The agency reiterated its regulatory role in overseeing registered institutions, and indicated a desire to work with providers across the system to develop coordinated, government-aligned actions.
Maintaining integrity across both the migration and education systems remains a critical focus for government, officials from the Department of Education also reinforced, with efforts underway to strengthen coordinated action, involving regulators and multiple agencies.
Within this broader ecosystem, education agents are recognised as playing a valuable role in supporting international students, but one that must be balanced with appropriate oversight and accountability. A core priority is protecting students from exploitation and ensuring the system operates in their best interests, the Gold Coast audience heard.
Discussions throughout the day showed a clear call for a focus on diversity – and deeper engagement with southeast Asia – although it was acknowledged that this is not an easy goal, noting the difficulty of starting fresh in an emerging source country and the cost of investment required.
But other means of diversification exist – through campus location, course level, and by getting students into programs in locations across Australia, not just in the most concentrated spots, stakeholders were reminded.
Representatives from the Department of Home Affairs added weight to the call for sustainable growth and developing new markets slowly. The DHA’s experience in processing visas mean they have seen first-hand that rapid growth in a market doesn’t necessarily mean it’s quality growth.
Nepal was highlighted as a market that had been invested in and developed to become an important source country for Australia.
The DHA said it is keen to support providers on their journey to building such markets, while looking to avoid uncontrolled growth without quality, with a shared priority for government and providers being the sustainability of the sector.
An audience question sparked discussion around the Australian government’s Southeast Asian Economic Strategy to 2040 – which is just two years old – and how investment funds might be channelled to help support international educators. Officials described it as an “opportune time” for the sector and government to do more in terms of the implementation of recommendations and to work collaboratively.
A recent trip to Thailand and Cambodia yielded meaningful engagements for 19 education and skills providers in Australia who had been a part of the mission, the audience heard.
Other areas, such as engaging with Australian alumni in region were not as advanced, due in part to the ambition of the strategy.
Continuing to work with the sector to incentivise and support a focus on that key region as part of broader diversification plans is very much a priority for government, it was revealed, with government thinking about future policy settings that support that outreach to South East Asia in line with the strategy.
Officials said there is “clearly scope” to expand from a low base in many markets and cited Indonesia as an example.
The focus on southeast Asia also extended to the TNE panel discussion, in which it was agreed that there was a “new era” for opportunity in TNE, with many Australian institutions were looking at this more seriously.
The Philippines and Vietnam were cited as two examples of markets focused on vocational skills and open to TNE development. Data was shared that already, 100,000 students are enrolled on TNE courses leading to an Australian qualification.
TNE expansion was described as a medium to a long-term objective, one that requires a shift of investment, and that is going to require increasing engagement and advocacy by government agencies, with partner countries.
Officials have already seen a step up in the engagement, including by hosts in Thailand and in Vietnam.
The government continues to view TNE as a key element in supporting diversification within Australia’s international education sector. TNE is recognised for its role in expanding access to Australian education for students who may not be able to undertake study onshore, and it remains a consideration in shaping future international education policy.
Certain TNE arrangements have also been granted priority visa processing exemptions, outside of National Planning Level (NPL) calculations, reflecting the government’s recognition of TNE’s value in strengthening the integrity and global reputation of Australia’s education system.
While open-source platforms have their cons, they can prevent the creation of an elite digital class, monopolies, profiteering, and rent-seeking.
Like any emerging technology, Artificial Intelligence has triggered debates about the consequences for the digital divide. The debate, here, is not just about access to devices, but about the design of AI systems. Proprietary AI tools, owned and controlled by companies, are behind costly paywalls. In the arena of education, such tools may exacerbate the gap between the “haves” and “have-nots”. On the other hand, free and open-source platforms promise wider reach, but raise concerns about quality and sustainability.
This doesn’t make it the first time in history that policymakers are at a crossroads in choosing between free and proprietary tools. The free software movement, which began in 1983, rejects proprietary software and advocates for complete freedom for users to use the software for any purpose, study how the program works, adapt it to their needs, and share copies with others. The intent was to prevent the creation of an elite digital class, prevent monopolies, profiteering, and rent-seeking. A major problem with open-source platforms is that, in case a problem arises, there is no designated stakeholder to resolve it.
The same choice lies ahead of the government now with AI in education. Should schools rely on free AI tools to democratise access, or push for regulated adoption of proprietary systems? What prescriptions must schools and colleges adopt today to prepare students for an AI-powered world without deepening inequality?
To delve deeper into the topic, The Hindu will host a live webinar titled, ‘Choosing AI for education: Free or proprietary?’, on September 6, at 5:00 p.m. Register now for free to ask questions and interact with the panellists. The three best questions will receive a free online subscription to The Hindu.
