In many schools, the ā€œsubjectsā€ students study when they start 11th grade are determined by their higher education goals, which also determine the prerequisites they must have completed in grades 9 and 10. In other words, young minds need to start choosing which subjects to study by the time they are 14.

This forced specialization into specific disciplines is problematic for a number of reasons. Firstly, in a world of accelerating change where new industries are being born and old ones are being disrupted, this is a false sense of choice. Add to that the AI-led disruptions in the workforce and the fact that the , and we are confronted with an inevitable uncertainty about the future. In such a world of flux, young people and their families canā€™t possibly predict the roles and jobs they will be doing in the future. The only real choice here is focusing on transferable skills across disciplines and careers.

That aside, many young people are not ready to specialize, nor will they ever want to. At ĢĒŠÄAPP, our community is filled with young people who love pursuing more than one discipline, whether it be combining the arts with politics, pursuing activism, bringing together engineering and literature in Science Fiction, or applying economics to design space habitats. Many traditional counsellors may treat this as an illusion of confusion, or not ā€œknowing what you want to be when you grow upā€. But for us, this interdisciplinary lens is a natural way of understanding the world.

After all, ā€œsubjectsā€ or ā€œdisciplinesā€ exist in our imagination as a helpful way of structuring the growing knowledge of our world. But making sense of reality and tackling pressing challenges often requires an interdisciplinary or even transdisciplinary lens. The most pressing challenges facing our world, whether it be Climate Change or AI governance, require leaders who can think across the humanities, sciences, and the arts. By forcing young people into narrow academic boxes at 14, we’re not preparing them for the world they’ll actually inherit; we’re handicapping them for it.

So whenever a young person expresses concern, confusion, or fear around not knowing what to study, I always encourage them to consider Interdisciplinary universities. I remind them that their feeling of uncertainty isnā€™t a problem to be solved; itā€™s a sign of a different intellectual set of interdisciplinary interests.

Interdisciplinary universities validate this way of thinking and learning, rather than trying to pathologize it. These are pioneering accredited colleges and institutions globally, where instead of choosing one major or degree, learners develop transdisciplinary knowledge, skills, and capabilities across different disciplines.

Here are 7 interdisciplinary universities learners may consider.

1. London Interdisciplinary School

Located in London, (LIS) operates on a radically simple principle: education should be organized around problems, not disciplines. Rather than declaring a major, students shape their own degree by selecting from interconnected “challenges”, real-world problems that demand input from multiple fields.

A challenge on urban housing, for instance, naturally pulls in architecture, economics, social policy, and community engagement. Another on pandemic response weaves together epidemiology, public health communication, ethics, and behavioral science. This approach forces students to ask “which disciplines do I actually need?” instead of memorizing a predetermined curriculum.

The model works because it mirrors how professionals actually solve problems in the real world, no epidemiologist works in isolation from economists and communicators. LIS’s first graduates are already making waves: graduates have gone on to roles in social impact organizations, tech companies, policy think tanks, and creative industries, many reporting that their interdisciplinary training gave them a distinctive edge in synthesizing complex challenges.

2. University College Roosevelt

Located in the Netherlands and operating as an honors college within the University of Utrecht’s degree-awarding framework, (UCR) organizes its curriculum around seminars rather than lectures, with small discussion-based groups where students grapple with fundamental questions across disciplines.

Instead of siloed courses, UCR uses “themes” that pull together history, philosophy, literature, science, and social inquiry, so a single semester might explore “Power and Resistance” or “Knowledge and Truth,” naturally drawing connections across what traditional universities keep separate.

This model works because it treats interdisciplinary learning not as a special offering but as the default way humans make sense of the world.

3. Minerva University

Based in San Francisco and fully accredited by WASC (Western Association of Schools and Colleges), represents a global take on interdisciplinary education.

Rather than organizing around traditional departments or even broad themes, Minerva structures its entire curriculum around the development of cognitive skills, critical thinking, creative thinking, effective communication, and complex problem-solving. Every student takes the same rigorous core, which means a computer science student sits alongside a future social entrepreneur in seminars on economics, ethics, psychology, and history, all designed to build transferable intellectual tools.

What makes Minerva unique is its global model: students spend their first year in San Francisco, then rotate through different cities, San Francisco, Berlin, Buenos Aires, Mumbai, Seoul, studying how the same challenges play out in different cultural and economic contexts.

This works because it forces students to see that interdisciplinary thinking is inseparable from a global perspective; the problems worth solving rarely fit neatly into one discipline or one country.

4. Tomorrow University of Applied Sciences

Located in Berlin and accredited through Germany’s education system, (TUAS) takes “applied” seriously; its interdisciplinary degrees aren’t theoretical exercises but direct preparations for solving real problems.

Students can pursue degrees such as “Technology with Focus on Impact,” combining engineering with systems thinking and social responsibility; “AI & Sustainability,” which merges artificial intelligence development with climate and environmental management; or “Sustainability Management,” blending environmental science, policy, economics, and organizational strategy.

This approach works because many of today’s most pressing challenges, especially climate change, categorically refuse to be solved within a single discipline. Climate breakdown isn’t purely a physics problem; it’s entangled with economics, psychology, policy, justice, infrastructure, agriculture, and culture.

5. Brown University (Open Curriculum)

Located in Providence, Rhode Island, and accredited as one of America’s premier Ivy League institutions, stands out among top-tier research universities for its radical commitment to student agency through the Open Curriculum.

Unlike peer institutions that impose general education requirements, Brown trusts students to design their own interdisciplinary paths with minimal institutional constraints.

A student might combine neuroscience with philosophy, or blend computer science with art history and music composition; the only requirement is intellectual coherence and serious engagement. This model works because it treats undergraduates as capable designers of their own education rather than passive recipients of a prescribed path.

6. Leiden College

Located in Leiden, the Netherlands, and operating as an honors college within Leiden University’s degree-awarding structure, (LUC) takes a problem-based learning approach to liberal arts education.

Rather than organizing around a single major, students design their own interdisciplinary pathways while engaging with core seminars that span philosophy, history, literature, science, and social inquiry, ensuring breadth alongside depth.

The college structures its curriculum around “colloquia,” small discussion-based seminars where students encounter foundational texts and questions across disciplines, training them to think critically across domains from the outset.

7. Zayed University College of Interdisciplinary Studies

Based in the UAE and accredited through the UAE’s higher education system, ‘s College of Interdisciplinary Studies explicitly names itself around the principle that today’s leaders must think across boundaries.

The college offers degrees in “Business Transformation” (combining innovation, organizational change, and strategic thinking), “Computational Systems” (merging computer science with systems design and human-centered problem-solving), “Social Innovation” (blending social entrepreneurship, community development, and policy), and “Sustainability” (integrating environmental science, economics, and organizational strategy).

This model works because Zayed’s mission is deliberately focused on preparing students for “professional leadership in the rapidly changing global environment,” emphasizing “seminal skills that can be transferred across contexts and applied in novel ways.”

The illusion of the singular path, that you must choose one thing, one discipline, one career to pursue, dies hard in our education systems.

But it’s an illusion nonetheless.

Interdisciplinary universities exist precisely because the world has moved on from this way of thinking: the most interesting problems, the most meaningful work, the most innovative solutions emerge at the intersections of fields, not within them.

If you love both design and social justice, you don’t have to choose. If you’re drawn to technology and philosophy, or sustainability and the arts, or business and activism, those aren’t contradictions; they’re the raw material of an interdisciplinary way of viewing the world. And the universities that recognize this are the ones truly preparing learners for the future.

The post 7 Interdisciplinary Universities You Should Know Of first appeared on ĢĒŠÄAPP.

To date, weā€™ve served families in over 30 countries across 6 continents. We offer interdisciplinary learning journeys, where we learn by doing and having a positive impact on the world. We replace exams with project-based assessments.

Along the way, we were pleasantly surprised not just by the reception from families but also from other schools. From the moment we launched ĢĒŠÄAPP, schools began reaching out, asking how they could do what weā€™re doing. I would speak to school principals and educators who would share the challenges faced by learners in their school and express the need for alternative pathways. We would meet with other school teams to present our curriculum, pedagogy, and operations in the hope of learning how to do what we do. It was clear there was a shared hunger for change across the education systems.

Becoming Schools of Humanity

As interest grew, we began exploring partnerships with both governments and private school providers. At first, these collaborations focused on extracurricular and enrichment programs, offering our interdisciplinary challenges as a supplement to traditional schooling. But the demand quickly evolved. Schools wanted more than an add-on; they wanted a full-time alternative pathway that could exist within their own systems.

Today, weā€™re making that possible. We are kicking off a series of pilots with schools around the world to expand our offering, allowing partner schools to offer a ĢĒŠÄAPP pathway within their schools.

How it works

Partner schools gain access to our complete model and curriculum, including our interdisciplinary challenges, project-based skill units, and Flourishing program, which develops emotional, somatic and existential intelligence. The offering spans middle through high school, delivered through Voyager, our learning platform designed specifically for interdisciplinary, competency-based and project-based education.

We provide educator training, ongoing mentorship, and a community of practice that connects partner schools worldwide.

Each school becomes part of an ecosystem of educators reimagining what schooling can look like, not someday, but now.

Case Study: GIA Micro School, Seoul

One of our first partners is GIA Micro School in Gangnam, Seoul, a forward-thinking school that shares our belief that learning should be relevant, personalized, and future-focused.

GIA is now offering the ĢĒŠÄAPP Diploma, allowing their learners to experience the same interdisciplinary challenges and project-based curriculum as our global cohorts, but within an in-person micro-school environment.

Educators at GIA have been trained through our program and supported through the Voyager platform, which centralizes everything from projects and skill units to assessments and resources. Learners are building the same human literacies that define our model.

Hear from Philip directly about GIA Micro Labā€™s implementation of project-based learning through the ĢĒŠÄAPP curriculum:

Expanding our pilots

For schools, this partnership offers a meaningful alternative pathway within their own ecosystem, one that allows learners to embark on personalized pathways towards future-readiness. It gives them access to 100s of innovative interdisciplinary learning journeys combined with the technology and training to implement them.

For us, itā€™s a way to reach more learners, and do so in person or hybrid. Each partnership allows us to extend our mission beyond our digital campus, creating pockets of innovation around the world where learners are provided with more alternatives to traditional schooling.

Over the next year, weā€™ll be piloting additional partnerships with schools ready to rethink what education can be. If you represent a school or network exploring future-focused models, weā€™d love to connect and explore how we can collaborate.

Together, we can build a new generation of Schools of Humanity, where learning is driven by human progress.

The post Reimagining School Partnerships: Bringing Our Diploma to Classrooms Worldwide first appeared on ĢĒŠÄAPP.

At one point, I even wondered whether the whole thing was an elaborate experiment (thanks to impostor syndrome), what if you could turn ā€œnormalā€ kids into gifted ones just by labeling them as such? The label came with perks, sure, more challenging work, intellectually stimulating learning, but looking back, the experience was also riddled with psychological costs.

Today, I see the same patterns repeating themselves with other learners: well-meaning adults and educators identifying brilliance in young people, only to engage in ways that unintentionally do more harm than good.

One pattern Iā€™ve seen too often, and experienced myself as a young mind, is a subtle but powerful loss of control. Gifted learners who enter the spotlight, especially at a young age, can find themselves managed like talent assets. Mentors, coaches, and even well-meaning educators begin to script the learnerā€™s life: what to read, what to watch, what to strive for. What began as a genuine passion becomes professionalized, directed, and monitored. And when your success becomes someone elseā€™s project, burnout becomes almost inevitable.

Additionally, gifted learners sometimes avoid trying altogether, not because theyā€™re lazy, but because the risk of failure feels too threatening to their identity. When their identity is tied to being ā€œthe smart one,ā€ making mistakes can feel like a threat to their self-worth. Itā€™s safer not to try than to try and prove they arenā€™t as capable as others think.

Gifted learners often present a paradox: high-performing on the outside, but often quietly battling emotional exhaustion or burnout within. This article is about naming that paradox and exploring how we can better support gifted learners before their spark burns out.

What is giftedness, anyway?

The term giftedness itself is debated vigorously among psychologists, educators, and even parents. Some define it strictly in terms of IQ scores, typically placing gifted learners two standard deviations above the mean. Others broaden the definition to include creativity, leadership, and even emotional intelligence.

Psychologist Joseph Renzulli describes giftedness as the interaction between above-average ability, creativity, and task commitment. Robert Sternberg speaks of ā€œsuccessful intelligenceā€, the ability to adapt, shape, and select environments to meet personal and societal goals.

However, the definition that resonates most with me is Howard Gardnerā€™s theory of multiple intelligences. He challenges the idea of intelligence as a single measurable entity and instead posits that individuals can be gifted in linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, or naturalistic domains.

In other words, giftedness isnā€™t a narrow doorway; itā€™s a wide and diverse spectrum of human potential.

What burnout looks like in gifted learners

Burnout in gifted learners doesnā€™t always look like what youā€™d expect. It can show up as withdrawal, apathy, or underperformance, but also as perfectionism, anxiety, and a quiet sense of despair. Many gifted kids learn early how to mask their struggles. Emotional distress is misread as laziness. Mood swings are brushed off as teenage angst.

Behind the scenes, the learner is often silently battling a weight that others donā€™t see. This isnā€™t ordinary academic stress. Chronic burnout is what happens when internal and external demands continuously outweigh a learnerā€™s sense of autonomy, purpose, or joy. And there are many reasons it takes hold:

• Over-identification with achievement: When self-worth hinges entirely on performance
• Lack of challenge or relevance: Gifted learners often disengage when the work doesnā€™t stretch them
• Pressure from adults: parents, teachers, and systems may project their own ambitions
• Internal pressure: perfectionism, fear of failure, and the burden of expectations
• Social isolation: difficulty connecting with peers on an intellectual or emotional level
• Neglect of non-academic needs: limited support for their emotional, creative, or physical well-being
• Overloading schedules: Taking on too many projects and responsibilities

Rethinking support for gifted learners: for parents & educators

Supporting gifted learners requires rethinking some deeply ingrained assumptions. Being gifted doesnā€™t make a young person invincible; it often makes them more vulnerable in ways that are easy to overlook.

Psychology-based support is critical for gifted learners because their challenges often run deeper than academics. Opportunities to reflect on experiences like impostor syndrome, masking, or anxiety help them develop self-awareness and emotional resilience (and empathy from the adults around them is key here). Without that space, many internalize their struggles, leading to burnout or disengagement.

Support must be differentiated, not just accelerated. We need to shift the focus from constant output to the learning process itself. That begins with creating psychologically safe environments where learners can fail, reflect, and be themselves. It also means recognizing that giftedness isnā€™t just academic, creativity, empathy, leadership, spatial, or musical talents; all deserve equal recognition.

When it comes to media exposure, caution is key, especially for accomplished learners. Publicity should be driven by the learnerā€™s own interest and comfort, not the ambitions of adults seeking validation through the learnerā€™s success. When educators or parents push for the spotlight, it can shift the focus from authentic growth to performance, creating pressure and eroding the learnerā€™s sense of autonomy.

Educators, mentors, and coaches can support this by incorporating learner voice and choice into learning, watching for signs of hidden stress even in high achievers, and normalizing failure as part of growth.

Parents can help by praising effort and curiosity rather than results, ensuring love is never tied to performance. They should set realistic expectations, protect time for sleep and unstructured play, and support non-academic passions.

But above all, the learner must be in the driverā€™s seat. The role of adults is to enable, not to direct or control. Often, the most effective way to support gifted learners is to step back and create the space for them to reconnect with their passions, reclaim their sense of agency, and strengthen their internal compass.

Further resources

Are you a parent or educator looking for further resources to support Gifted learners? Check out the following books:

• Ungifted: Intelligence Redefined by Scott Barry Kauffman
• Hidden Potential by Adam Grant
• Multiple Intelligences by Howard Garden

The post Gifted But Exhausted: Preventing Burnout in High-Achieving Learners first appeared on ĢĒŠÄAPP.

The good news is that many higher education institutions worldwide accept students from non-traditional schooling backgrounds –Ā but admissions policies vary by country and university.

This guide explores how homeschool and online school graduates can navigate university admissions, which institutions are most accepting, and how to strengthen applications to ensure a smooth transition to higher education.

Do Universities Accept Homeschool and Online School Diplomas?

University admissions policies vary from country to country, and for homeschoolers or online learners, recognition depends on where you apply. Understanding these differences is key to navigating higher education:

United States

The U.S. has one of the , and many universities actively accept homeschool applicants. However, some institutions still require standardized test scores like the SAT or ACT as part of the application process. To strengthen their credentials, many homeschoolers pursue accredited online diplomas or take AP courses to demonstrate subject mastery.

United Kingdom & Europe

In the UK and much of Europe, university admissions often and an accredited online school diploma.

Many homeschoolers take A-Levels, APs, or the International Baccalaureate (IB) to meet entry requirements.

That said, some universities are shifting toward holistic admissions, evaluating portfolios, project work, and interviews instead of relying solely on standardized exams.

Asia

Policies in Asia vary widely. In India, for example, recent guidelines limit the recognition of online diplomas from foreign institutions. Meanwhile, in countries like , students often need to take national exams, such as the O-Levels or A-Levels, to qualify for university entry.

Middle East & Africa

Many Middle Eastern and African countries require national board exams for university admissions, regardless of a student’s educational background.

While some universities are beginning to recognize alternative pathways, homeschoolers, and online learners often need additional documentation, equivalency assessments, or supplementary exams like SAT scores.

Australia & New Zealand

Both countries offer pathways for homeschoolers and online learners, but recognition depends on accreditation.

Some universities require students to complete nationally recognized qualifications, while others accept portfolios or alternative transcripts.

How to Strengthen Your University Application as a Homeschool or Online School Graduate

Considering global differences in requirements, the following considerations should be taken into account:

• Accreditation matters: If you’re pursuing an online diploma, ensure itā€™s from a recognized institution.
• Some standardized tests may still be required: Some universities want additional proof of academic readiness, especially if your diploma isn’t widely recognized.
• Research your target universities early: Each institution has its own policies. Planning ahead ensures you meet the necessary criteria before applying.
• Build your target universities carefully: Homeschoolers can consider prioritizing innovative universities or those with holistic admissions in their target lists.
• Develop a strong portfolio: Many universities with flexible admissions place a high value on a well-documented portfolio showcasing projects, research, extracurricular activities, and real-world experiences.
• Document learning rigorously: If you are home schooling, keep detailed records of coursework, syllabi, assessments, and learning outcomes to demonstrate academic rigor. This can be valuable for university applications, credit evaluations, and external qualification assessments.

As more universities embrace flexible admissions models, homeschoolers and online learners have increasing opportunities worldwide. The key is understanding the policies that apply to your chosen country and preparing accordingly.

Our approach at ĢĒŠÄAPP

At ĢĒŠÄAPP, we take a proactive approach to university and career readiness. Our Pathway Advisory program, starting in 9th grade, equips learners with the skills and guidance they need to navigate their future.

Through weekly workshops, we cover career exploration, university admissions, and future-readiness skills, complemented by 1:1 sessions each term with dedicated pathway advisors to personalize each learnerā€™s journey.

For those pursuing standardized qualifications, our advanced-level curriculum is benchmarked to AP standards to support learners who may need to take those exams.

As an accredited institution, our programs meet rigorous international standards, ensuring that learners receive an accredited diploma. With students in 28 countries across six continents, we ensure they are prepared for a diverse range of higher education and career pathways, no matter where they are in the world.

The post Are Homeschool or Online School Diplomas Recognized by Universities Worldwide? first appeared on ĢĒŠÄAPP.

I vividly remember attending a local homeschooling event with one of our partner organizations. Nearly every conversation I had circled back to that same question and some of our community members even created a card ā€œDear Raya, please open our Middle School soon @ SoH..ā€. It became clear to us that the demand for an innovative middle school was strong, and thatā€™s why we are thrilled to announce our upcoming middle school launch.

Meeting learners where they are

But why expand now? We believe in meeting learners where they are. Over the years, weā€™ve witnessed the profound impact of our model on high school learners, particularly those who align with our approach to mastery-based, interdisciplinary learning. Starting earlier allows us to deepen this impact, equipping younger learners with the capabilities that will set them up to flourish.

Weā€™ve often found that by the time learners join us in high school, we need to guide them through a process of unlearning habits that served them in traditional schools but donā€™t align with the demands of our model. Many struggle initially to transition to being independent thinkers and self-directed learners. Theyā€™re also adapting to an interdisciplinary approach that breaks down subject silos and to the rigor of project-based learning that challenges them to apply their knowledge in actionable ways. Starting earlier allows us to build these skills and mindsets earlier, ensuring learners transition seamlessly into a system designed to cultivate innovation and creativity.

More importantly, it provides an essential alternative for families seeking a more inspiring educational experience at a critical stage in their childā€™s development. This need is particularly pressing in middle school, where a growing segment of families is actively looking for innovative solutions outside of traditional schooling. By addressing these needs earlier, we can better prepare learners for the demands of an uncertain future, empowering them to think critically, solve problems, and thrive in an interconnected world.

So how are we reimagining the middle school experience?

Future-ready middle school curriculum

We will be expanding our core curriculum standards, the Human Literacies Framework, to middle school levels.

The middle school will serve as an excellent scaffolding for our high school, ensuring that learners have the opportunity to develop their knowledge, skills, and mindsets in creativity, discovery, thought, society, technology, flourishing, and quantitative skills. This would require us to add middle school learning outcomes for key credit areas.

The standards will be benchmarked against the common core standards and Next Generation Science Standards to ensure that learners are developing the fundamentals.

Learning through interdisciplinary challenges

Just like in our high school, learners will engage with real-world challenges to develop skills, knowledge, and mindsets essential for navigating today’s world. Each challenge invites learners to explore interdisciplinary concepts while working on impactful, hands-on projects.

For instance:

• The Earth & Me, learners will tackle sustainability, exploring ways to minimize human impact on the planet.
• Social Entrepreneurship challenges them to think like changemakers, designing ventures that address pressing social needs.
• Through The Power of Thoughts, theyā€™ll delve into the relationship between mindset and action, mastering techniques for resilience and rational thinking.
• In Voyagerā€™s Journey, learners will explore the universe through the lens of space exploration, inspired by the Voyager spacecraft’s journey.
• The Interconnected World helps them understand the global connections shaping society through economics, technology, and culture.

What are some ways that the middle school experience will be different?

Sessions will include even more gamification and quests, as well as the occasional ā€œcraftā€ session to enable learners to work with their hands. The ratio of live sessions would be higher for middle school learners as this younger age group requires even more in-person socialization time and more scaffolding. In other words, they will have more synchronous rather than asynchronous work.

Ensuring alignment with the developmental needs of this age group

We understand that the needs of middle school learners differ from those of our high schoolers, given their developmental stage.

Our model is particularly well-suited for families who are actively collaborating to supplement online learning with in-person activities like sports and socialization – areas we canā€™t always provide as an online school. Thatā€™s why the middle school schedule is thoughtfully designed around a 20-hour week, leaving ample time and energy for learners to engage in face-to-face interactions and community activities.

We also recognize that partnership with parents will play an even more significant role at this stage, ensuring learners are supported both academically and socially. Additionally, our growing network of hub partnerships will provide further opportunities for in-person engagement and local collaboration, strengthening the experience for middle schoolers.

So, who is it right for?

Our middle school is designed for learners who thrive by learning through doing and engaging in hands-on projects that connect directly to real-world challenges. Itā€™s an ideal fit for families seeking an alternative to traditional education, particularly those frustrated by outdated methods and eager for a more meaningful and personalized approach.

The program also resonates with aspiring global citizens who value the opportunity to connect with peers from around the world. At its core, our learning experience and curriculum is driven by the needs of our ever-changing world, equipping learners to contribute meaningfully to society and the planet.

The post Introducing ĢĒŠÄAPPā€™s Middle School first appeared on ĢĒŠÄAPP.

While some learners thrive in traditional schools, an increasing number donā€™t. Satisfaction in K-12 education in the United States is reported to be at . At the same time, has fallen in the long run, threatening school budgets.

There is a desperate need for alternatives. In the United States, around 800,000 learners, or 1.6 percent of all learners, are enrolled in . Options like charter schools, homeschooling, micro-schooling, and online schools offer personalized paths that cater to the unique needs and strengths of each learner. Many such schools reimagine curriculum and learning modalities towards more project-based, mastery-based, and/or interdisciplinary approaches.

By giving families the freedom to choose the best educational fit, these alternatives encourage innovation, improve academic performance, and move away from the one-size-fits-all approach. Such is how embracing school choice is essential for creating a more fair and adaptable education system.

But how do we ensure these alternatives arenā€™t only accessible to those who can afford private education? In the US, Education Savings Accounts (ESAs) and school vouchers have been playing a pivotal role in expanding access.

What are ESAs?

Education Savings Accounts (ESAs) are innovative financial tools designed to give families greater control over their children’s education. Through ESAs, parents receive a portion of the public funding allocated for their child’s education, which they can then use for a variety of approved educational expenses.

If a family decides to move their child out of the public school system, they can use the state-allocated funds to support alternative education options such as homeschools, private schools, or online schools.

This flexibility allows families to tailor their child’s education to better meet their specific needs and preferences.

What states offer ESAs?

Requirements vary from state to state – with some states only offering funding for in-person private schools while others restrict it to learners with special learning differences. Even more states have ESAs on the ballot in the coming years.

While many states focus on learners with disabilities, some extend eligibility to foster children, military families, low-income families, and learners in failing schools. These accounts allow parents to use state-allocated education funds for a wide range of approved expenses, such as private school tuition, tutoring, online courses, educational therapies, and homeschooling costs.

In some states, ESAs are available for any educational alternatives for all learners regardless of income or needs, provided the vendors are approved.

The Importance of Advocacy

Want to see ESAs offered in your state? Start by reaching out to your local representatives to express your support. Share personal stories, attend town hall meetings, write letters, and join advocacy groups.

Types of Requirements:

• Eligibility Criteria: Varies by state, often including learners with disabilities, foster children, military families, low-income families, and learners in failing schools.
• Approved Expenses: Typically covers private school tuition, tutoring, online courses, educational therapies, and/or homeschooling costs.
• Accountability Measures: States may require regular reporting on the use of funds, standardized testing, or other assessments to ensure educational progress.
• Application Process: Families usually need to apply annually and provide documentation of eligibility and expenses.

How to leverage ESAs for full tuition coverage at ĢĒŠÄAPP

ĢĒŠÄAPP is currently an approved vendor for ESAs for the following states:

• New Hampshire: We are an approved vendor for the Education Freedom Accounts fund in New Hampshire. Eligible families living in NH earning up to 350% of the poverty line can direct part of their childā€™s state education funding to pay for tuition at ĢĒŠÄAPP.
• Arizona: Prospective families living in Arizona can receive up to full program tuition coverage at ĢĒŠÄAPP leveraging ESAs.
• Utah: Utah-based learners can now access up to full tuition coverage at the ĢĒŠÄAPP through this scholarship fund, available to all K-12 students in the state.
• Florida (Summer School only): Families in Florida can leverage their ESA for our online summer program.

If you live in any of the states listed above and would like to leverage your ESAs for full tuition coverage at our school, reach out to us via admissions@sofhumanity.com to learn more.

Balancing benefits and controversies

Some critics worry that ESAs might divert funds from public schools and need strong regulations to ensure they work effectively. Additionally, ESAs have become a hot topic in politics, with debates often centered on the balance between public and private education, making it challenging to expand these programs.

However, by enabling parents to customize their child’s education based on their individual needs and preferences, ESAs promote a more tailored and effective learning experience. As more states adopt ESA programs, the accessibility and quality of education continue to improve, empowering families to choose the best educational path for their children.

Is this the future of public education?

The rise of Education Savings Accounts (ESAs) and other school choice initiatives might very well signal the future of public education.

By prioritizing personalization, flexibility, and innovation, these programs reflect a shift towards a more learner-centered approach. While challenges and criticisms persist, the potential benefits of ESAsā€”especially for families looking for alternativesā€”are significant. As these models continue to evolve and expand in the United States, they offer an interesting case study for the world.

Observing how ESAs reshape educational landscapes in the U.S. could provide much-needed insights for other countries seeking to improve their public education systems.

The post Empowering School Choice: Understanding Education Savings Accounts first appeared on ĢĒŠÄAPP.

Most teachers are evaluated based on their studentsā€™ grades. The vast majority of teaching hours are focused on teaching the curriculum in accordance with board exams. For most nations, this becomes the metric that policymakers evaluate. For most parents, these exam scores become the main indicator of their childā€™s success.

We continue to let students (and society at large) believe that a greater number of Aā€™s is an indication of success, whilst anything lower than a C is often an indication of failure. For many students, it becomes the main measure of their talent, potential, self-worth, and even status in society.

But as many of us know, there are several fundamental issues with exams as they exist today.

They focus more on recall, rather than future skills

One of the core issues with international board exams is that the curriculum that informs them is content-heavy and takes a lot of time to memorize.

In order for a learner to be able to recall an entire textbook’s worth of information in a 1-2 hour test at the end of the year, they need to have spent a lot of time trying to understand and memorize curriculum knowledge. This is all time that takes away from the meaningful development of skills and dispositions that would allow real-world application of that knowledge.

As a best-selling author and education expert, Tony Wagner points out inĀ , ā€œWe continue to believe that school is mainly about acquiring content knowledge. We under-emphasize the importance of skills. And of course, with far too many of our standardized tests being multiple-choice, factual recall tests and with much more pressure on teachers to get students ready for those tests, they are cutting everything else out of the curriculum. What gets tested is what getā€™s taught.ā€

They are not a holistic measure of intelligence

Howard Gardnerā€™s renownedĀ Ā differentiates intelligence into distinct ā€˜modalitiesā€™, as opposed to a single general ability. These include musical-rhythmic, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, existential, and pedagogical. Based on two decades of brain research and evidence, the theory suggests that we all have these competencies to varying degrees and strengths in different bits of intelligence.

However, traditional paper-based exams and standardized tests measure specific modalities such as verbal-linguistic or logical-mathematical.Ā This leaves many students, particularly the artistic, athletic, social, or existential ones, with the feeling that they are ā€œstupidā€. But the reality is that their specific type of intelligence is simply not being measured.

They fail to measure progress, effort, personality, or values

Most standardized tests and international board exams measure the ability of a student to take a test, in an average of a two-hour setting. The final result does not give an indicator of the studentā€™s progress (letā€™s say in the last year) or the effort and determination that they put in.

Another failing of exams, which is symptomatic of our educational model, is we donā€™t put enough emphasis on developing positive personality traits such as self-responsibility, kindness, empathy, wisdom, love for learning, wisdom, curiosity, or even powerful enlightenment values.

Their learning and determination are reduced to their ability to take one exam and as a result, a lot of information is lost.

The difference between ĢĒŠÄAPP learning and the traditional model is evident in learner satisfaction and the breadth and depth of learning outcomes.

But waitā€¦Letā€™s start with the first principles

But at the end of the day, we need some way of measuring learning outcomes. If not, how do we know if learning has happened? This data is useful, not just to educators but to learners themselves as they evaluate their learning progress.

In addition to measuring outcomes, we need a way of communicating and showcasing learning outcomes to others (employers, universities, etc) and for this, as a society, we use the report card but that too can be too reductionist.

But are there alternatives?

Many of us struggle to imagine an education system without exams and report cards, but alternatives have been around for many years.

In a workforce impacted by rising artificial intelligence and a world of information at our fingertips, we need to move towards assessment models that put less emphasis on measuring recall, and more on a learnerā€™s ability to create value in society.

Formative or micro-assessments

Why rely on just one assessment at the end of the year? Why not gradually capture attainment towards mastery of learning outcomes throughout a learning journey?

are a wide range of innovative day-to-day assessment techniques that are often done throughout the year in order to evaluate student learning and provide feedback. Traditionally, they have been considered ā€œinformalā€, because they are often low-stakes and non-threatening – but they provide valid and crucial data about mastery of learning outcomes. This mastery-based approach may also give learners an opportunity to master a specific topic before they move on to the next.

Project-based assessments

The best formative assessments are often project-based as they involve students working on tangible products and ideas, whether it be posters, podcasts, blogs, or research projects. These projects can become evidence of different skills, knowledge, and dispositions and are often evaluated against rubrics. They can also be interdisciplinary by nature.

Multi-modal evidencing of learning

What if assessments were personalized, and learners had the opportunity to evidence their learning in a way that worked best for them?

And what if instead of testing a student’s knowledge on a subject, we measured their ability to use that knowledge to create something new and innovative? Imagine if we evaluated studentsā€™ learning based on their unique works of art, film productions, scientific findings, philosophical musings, startup ideas, and performances.

Real-world solutions & Impact

At ĢĒŠÄAPP, we believe that, ultimately, the most powerful indicator of success is the impact that the learner goes on to have on the world.

The most significant indicator of this would be a learnerā€™s ability to solve local and global challenges. Consequently, a curriculum focused on developing this capability would focus on the skills, mindsets, and knowledge required to engage with, investigate and act on pressing issues in our world. This may then be evidenced through a range of learning experiences, from internships to real-world projects.

An example of evidencing learning on our Voyager platform – every learner activity is broken down and listed as evidence of learning.

These alternatives donā€™t come without challenges

There is no denying that these alternatives come with their challenges, including:

Issues with scalability

Doing project-based and interdisciplinary assessments, while mapping to the curriculum standards requires the right kind of technology. One of the issues with most traditional learning management systems is that they were developed for the traditional and industrial eras. To effectively scale the kinds of assessments outlined in this post, we need the right kind of tech infrastructure and systems.

Challenging existing narratives

Another challenge lies around the narratives many of us still hold about schooling. Many parents, learners, and even schools and universities are not aware of the alternatives to traditional exams/report cards, and their value in todayā€™s world. We have a lot of work to do in terms of raising awareness and changing mindsets.

Lack of global recognition

Despite their drawbacks, one of the values that international board exams provide is international recognition. While the world calls for alternative ways of assessing learning, there is a desperate need for accreditation and credentialing bodies to validate this new model to other stakeholders like universities and governments.

Looking forward: redefining the purpose of schools

Whether we admit it or not, the primary goal of many schools is to prepare their learners for better exam results. The majority of the school day and curricula are focused on teaching the board exam curriculum and optimizing for better results to report to regulators and the world at large.

Instead, we need an education system where the primary goal is to empower learners to find their purpose, creatively express themselves, become wiser humans, and solve the global challenges facing our species. Traditional exams and tests fail to measure or evaluate whether we are meeting this goal.

In order to create an education system that better serves all learners, we will need to expand the ways that we measure learning.

The post Learning without exams: is it possible? first appeared on ĢĒŠÄAPP.

In this emerging landscape, young changemakers need a new medium to communicate their experiences, accomplishments, and projects, in a way that demonstrates the problems they are able to solve.

Thatā€™s where portfolios come in.

Whatā€™s a portfolio?
And why do you need one?

Simply put, portfolios allow anyone to showcase their works, experiences, and projects at a glance. They are often aligned with oneā€™s personal brand, story, and personality.

One way to think about them is as a three-dimensional resume, where viewers can go beyond the high-level information to see more details and selected projects.

They have multiple use cases and applications, and can be leveraged for university and/or job applications – as well as general networking and thought leadership.

Letā€™s look at some examples: ĢĒŠÄAPP learners

There are various sections in a portfolio, and some of the most common ones include:

• Personal bio
• Selected works/projects
• Written works
• Courses/certifications
• Links to Linked In/resumes
• Contact details

Portfolios also give candidates a competitive edge when created well, and can help open up many opportunities.

In all of our programs at ĢĒŠÄAPP, we guide our learners to develop their portfolios and resumes. Here are a few examples of portfolios of some of our learners:

Getting real-world experiences: where to begin?

Oftentimes, high school students reach out to us with frustrations about getting real-world experiences. They are not sure where to begin or what to include in their resumes.

Unfortunately, for many students, their go-to school curriculum lacks internships, apprenticeships, or projects with impact.

That being said, there are many possibilities:

• Participate in volunteering initiatives, or start your own! Reach out to local charities and organizations to see how you can volunteer your time and skills to contribute to society.
• Reach out to your network for internships. Start by reaching out to your parents, friends, and local businesses to identify potential internship or work opportunities.
• Start your own initiative. Passionate about a cause or a global challenge? Start your own initiative (for example, a start-up or club)!
• Participate in programs with real-world learning. Programs like ĢĒŠÄAPP allow learners to develop their skills by having an impact on the world.
• Complete project-based courses. Platforms like CodeAcademy and Coursera are taking courses to the next level by allowing students to work on real-world projects. These are also projects that can be added to your portfolio.

Guiding principles when designing a portfolio

Thinking of creating a portfolio for yourself? Here are a few fundamental principles you want to keep in mind:

• Align it with your personality and personal brand. Be authentic, and be yourself. Your portfolio can reflect your unique story and background, as long as it remains professional.
• Itā€™s about quality, not quantity. The goal of your portfolio is not to share every single project or experience. But rather the most high-quality, relevant, and sometimes, most recent, works and experiences.
• Keep it up-to-date. Your portfolio is constant work in progress and should be kept up-to-date on a monthly basis.
• Share, share and share. Donā€™t be afraid to ask your peers, mentors, and educators for feedback on your portfolio. Above all, there is no point in having an amazing portfolio and not sharing it with the world.

How to design your own portfolio

During all of our programs, learners participate in a range of projects, learner-led solutions to global challenges as well as micro-internships, all of which are opportunities to expand their portfolios.

Here are the steps that we normally guide learners through:

1. Start with the template. is our go-to portfolio template (on Notion). To create your own, click on ā€œDuplicateā€ on the top right of the page. Note: you will be prompted to create a Notion account and may need to be familiar with the basics of using Notion.
2. Write your bio. In a few sentences, tells us about yourself, including your passions, interests, accomplishments, and goals.
3. Plan your sections. Decide what key categories or sections you want to have. Examples include ā€œMy Written Worksā€, ā€œSelected Projectsā€ or ā€œWork Experienceā€.
4. Add your selected works. Curate your most quality work and experiences. Add further details on the properties for each, such as links to actual works, and further descriptions.
5. Link your resume and LinkedIn (if you have one). Hyperlink your resume and your LinkedIn if possible.
6. Add your contact details. Make sure you are comfortable with these details being shared publicly.
7. Proofread! Ensure perfect punctuation, grammar, and spelling.

While the steps above are based on a Notion template, please keep in mind that there are lots of other tools, platforms, and mediums that you may choose to work on your portfolio.

Remember, that your portfolio, like you, is a constant work in progress. It will evolve as you evolve.

And above all, it is never too late or too early to start working on your portfolio.

The post How to build a portfolio as a highschooler first appeared on ĢĒŠÄAPP.

Yet if you ask most students what they think science is, they would say that itā€™s a ā€œsubjectā€. This is because science is often taught as a body of knowledge – a collection of facts and figures. As a result, most of us end up learning science through rote memorization and information consumption. This needs to change.

Science as a process and way of thinking

In the words of the astronomer and legendary science author, Carl Sagan, ā€œScience is a way of thinking much more than it is a body of knowledge.ā€ Science is best thought of as a method and process, and it is the most powerful tool that we have to understand both ourselves and the world around us.

Science is an iterative process of observation, hypothesis formulation, experimentation, data analysis, and peer review allowing for the continuous refinement and expansion of scientific knowledge. It has been this method over the last thousand years that has allowed us to advance our understanding as a species, and propel human progress.

Itā€™s also crucial to understand that science leads to a constantly evolving body of knowledge. Paradigm shifts occur when new evidence, discoveries, or revolutionary ideas challenge the existing paradigm and necessitate a fundamental reevaluation of scientific understanding.

Yet, science isnā€™t just for scientists. Marketers can apply the scientific method to investigate which campaigns perform better than others. Entrepreneurs can apply the method to experiment with different features. More importantly, all humans can apply an understanding of the scientific process to evaluate claims and better identify misinformation in the digital world.

How we reimagine science education

The conventional approach to science education, centered around textbooks, lectures, and rote memorization, often fails to engage students in this scientific method. It’s time to shift the focus from the mere accumulation of facts to an approach that encourages learners to actively explore, experiment, and question the world around them.

At ĢĒŠÄAPP, we decided to challenge the traditional approach to scientific investigation. In fact, our science credit areas fall under a domain in our core curriculum aptly named ā€œDiscoveryā€. This is the set of learning targets on scientific, technological, and mathematical skills that we want to guide our learners towards.

Over the course of their high school experience our learners:

Develop scientific thinking through hands-on learning

In our ā€œScientific Thinkingā€ skill unit (self-paced, project-based learning journeys at ĢĒŠÄAPP) our learners apply science as a way of thinking to a range of personal and professional circumstances. They expand their scientific toolkit with dispositions like curiosity, skills such as Socratic questioning, and mental models, such as Occamā€™s razor. Learners also learn how to identify pseudoscience and become critical consumers of information.

In another unit called ā€œDesigning with Natureā€, we learn from nature’s strategies when designing solutions to challenges. We examine case studies of nature-based innovations and learn how to apply biomimicry.

Apply science in an interdisciplinary way

Science, like any skill, is most engaging to a learner when it is taught in the context of real-world applications. And in the real world, global challenges often require an interdisciplinary approach. Whether it be climate change or a pandemic, it often takes a collection of disciplines to understand and tackle a challenge.

This is why, at ĢĒŠÄAPP, we run challenges instead of courses. During the first 5 weeks of the challenge, learners develop their knowledge and skills in an interdisciplinary way in order to better engage with the challenge. For example, in our ā€œDesigning Space Habitatsā€ challenge this term, we investigated some of the following questions in an interdisciplinary way:

• Chemistry: How can chemistry help us understand matter? What is the chemistry of the space environment?
• Biology: What makes Earth suitable to sustain life?
• Psychology: What are the psychological impacts of long-term confinements in space habitats?
• Physics: How can we power space habitats with sustainable energy?

Practice the scientific method through projects

Halfway through the term, learners begin to identify problems they wish to tackle and pursue projects. These projects can be entrepreneurial, artistic, technological, scientific, or something else. When learners choose to pursue a scientific project, they embark on a personalized journey of discovery through the scientific method.

For example, in the ā€œDesigning Space Habitatsā€ challenge, learners conducted a scientific experiment to observe the first and second laws of thermodynamics. They formulated a hypothesis that energy would transfer from the room-temperature water in the cup to the ice cubes making them melt and decreasing the temperature of the water.

During the ā€œFood, Energy & Water Securityā€ challenge, our learners Tom, Arthur, and Nathaniel carried out primary and secondary research to test their hypothesis that the lack of information on sustainable vs non-sustainable construction materials is a barrier for construction companies to adopt sustainable alternatives. They carried out interviews with experts from construction companies to gain their perspectives on the current state of the construction, especially with regard to sustainability, and hear their views and experience when it came to specific materials. They analyzed this data along with research about sustainable materials to propose suitable alternatives for construction.

Apply mental models from biology, physics, and chemistry

Mental models are cognitive frameworks that help us make sense of complex concepts and phenomena by simplifying and organizing information (see collection of mental models from various disciplines).

These mental models are embedded throughout our curriculum and most notably, we focus on important mental models from core sciences. Instead of imparting content, the emphasis is on helping learners develop and apply useful mental models from the core sciences.

For example, in biology, mental models allow us to comprehend intricate biological systems, such as ecosystems, cellular processes, and genetic inheritance. They enable us to analyze and predict patterns in living organisms and appreciate the interdependencies within natural systems.

SoH learner Muzamil showcases his journey of developing problem-solving through physical models.

We also need to reimagine how we assess science learning

The way that most studentsā€™ understanding of science is assessed is through closed-book paper-based exams. This often means even when the examination questions are ā€œapplication-basedā€, students have to be able to retain and recall textbooksā€™ worth of information, to be able to ā€œapplyā€ them in the context of a 1-hour exam.

Many students who donā€™t perform well in these examination conditions end up believing that they are bad at science or end up disengaging from the scientific method.

In order to truly evidence scientific thinking, we need to explore alternative ways of evidencing this learning. This can take the form of:

• Inquiry-Based Projects: Assigning open-ended projects where learners can design and conduct their experiments, gather data, analyze results, and draw conclusions.
• Science Portfolios: Allowing learners to compile portfolios showcasing their scientific investigations, research findings, and reflections on the scientific process.
• Scientific Presentations: Encouraging learners to present their research or findings in a public setting, and deepen their communication skills as well as understanding.
• Collaborative Projects: Promoting teamwork and collaboration through group projects that require learners to work together to solve scientific problems, conduct experiments, or develop innovative solutions.

These alternative ways of evidencing learning not only provide a more holistic view of learners’ scientific abilities but enable the development of creativity, critical thinking, and effective communication which are critical skills for todayā€™s world.

Scientific literacy is a crucial component of a flourishing society. It equips us with the tools to make informed decisions, drive further innovation, and better participate in timely discussions surrounding topics such as climate change, healthcare policies, and emerging technologies.

Most importantly, scientific thinking inspires a greater appreciation and wonder for the world that we live in. By prioritizing and investing in scientific literacy, we pave the way for a more enlightened society.

The post Reimagining science education first appeared on ĢĒŠÄAPP.

And thatā€™s not a bad thing at all. Schools play a crucial role in the socio-emotional development of learners. And after all, we humans are social creatures, and the community we are a part of plays a significant role in our sense of identity.

When we look back at our schooling, most of us remember the friendships, the heartbreaks, and the dramatic moments more than the actual lessons. Itā€™s something that most of us cherish about our memories from school.

With the rise of online schooling, home-schooling, and other alternatives to traditional education, many people have valid concerns about the risks these models can pose to socialization. In fact, it was not too long ago that COVID disrupted the social lives of an entire generation as the world scrambled toward online learning.

So, is it possible to make online learning socially enriching?

COVID: an inadequate experience of online schools

For many, online learning during COVID left a bad taste, and thatā€™s understandable.

While many parents and learners appreciated the greater flexibility that well-constructed online learning could provide, they raised concerns about the lack of socialization.

However, when it comes to online learning during our more recent pandemic, two important caveats that we must keep in mind:

• • Most schools were dramatically unprepared for fully remote learning (with a few exceptions). Understandably, many educators and school leaders had no idea how to reimagine curriculum and pedagogy in order to make it more engaging in a digital context. In a short time, most were forced to simply replicate the same industrial models of learning on zoom.
  • Most of us experienced online learning for the first time during a pandemic. This made the experience of learning online even more excruciating, with little to no opportunities to have in-person experiences after online school hours during lockdowns.

So, how could we make online learning inspiring?

To make online learning engaging, you canā€™t just put up some slides in a zoom session. You have to reimagine the very design of the learning model to optimize it for online.

Having learners on zoom calls in front of a screen all day isnā€™t healthy, and neither is putting them through fully self-paced learning. This is why itā€™s crucial to have a balance of synchronous (live) and asynchronous (self-paced) learning.

On the synchronous side, the most engaging live sessions are designed to be workshops rather than lectures. The same principles of engaging lessons come into play: start with an interactive energizer or icebreaker to get learners warmed up, and incorporate activities like discussions, games, or collaborative exercises. End with a reflective plenary and an opportunity for hands-on activities post-session. Luckily we now have access to hundreds of tools such as Miro (online whiteboard) and Genially (virtual escape tools) to create engaging online workshops.

The experience of such online workshops is exactly what we do at ĢĒŠÄAPP, and itā€™s designed to be intentionally social, with lots of interaction and collaboration amongst learners. This goes hand in hand with making self-paced learning engaging by combining inspiring content with activities.

If we zoom out further, we bring in even more socialization by enabling learners across the world to collaborate on term-wide projects and participate in weekly Flourishing workshops where they form meaningful relationships.

We even tap into ā€œmetaverseā€ style platforms such as Cosmos to catalyze more playful and organic socialization.

Intentionally curating in-person experiences

This is all with the recognition that online socialization can never truly replace in-person connections – nor should it attempt to.

At ĢĒŠÄAPP, many of our families put a lot of thought and planning into augmenting this socially rich online experience with an equally fulfilling in-person one. Many learners are a part of sports groups, in-person clubs, and communities. They participate in volunteering experiences and attend in-person conferences. They have a friend group in their city and healthy social life whether they live. This in-person element is non-negotiable for any learners participating in an online school.

As a school, we also organize annual in-person gatherings for our families & learners, as well as annual in-person retreats for our team. This coming together of the community is a crucial part of the experience and one that we hope for even more of.

A global community and support systemĀ 

ĢĒŠÄAPP understands the dynamism of learning systems and the fluidity of knowledge, skills, and values in a rapidly changing world. We believe our worldview moves education beyond the competencies and mastery continuum by advocating that a broader range of knowledge processes be used. In other words, more powerful learning arises from ā€˜weaving between different knowledge processes in an explicit and purposeful wayā€™ (Cope & Kalantzis, 2009). Ultimately, our Human Literacies Framework represents one of the most authentic educational routes to a more humane society and sustainable future in education today.

Online schooling, when done well, could open up the opportunity to build meaningful relationships and collaborations with friends from around the world.

At ĢĒŠÄAPP, we have learners joining our founding High School cohort from 10 countries across 5 continents and a range of socio-economic backgrounds. We are also joined by a global community of partner organizations, industry mentors, and educators from all around the world. Even our core team spans 7 countries across 3 continents.

If it werenā€™t for the power of online learning, we wouldnā€™t have this magical global experience, one that provides valuable learning experiences to everyone in our community.

Finding the right balance with hybrid learning

The post Socialization & online learning: how to make it work first appeared on ĢĒŠÄAPP.