Silver Lining for Learning

Critical AI in K12 Classrooms

Today we’re diving into Critical AI in K–12 Classrooms by Stephanie Smith Budhai and Marie K. Heath, a powerful guide helping teachers and students navigate the promises and perils of AI in education with justice, equity, and critical awareness at the core. Dr. Stephanie Smith Budhai (she/her), Associate Professor at University of Delaware, is an award-winning educator and author whose work bridges technology, equity, and civic engagement. Dr. Marie K. Heath (she/her), Associate Professor at Loyola University Maryland is dedicated to dismantling oppression in schools and technology. They both bring deep expertise and insight to this timely conversation. Stephanie and Marie’s book [https://hep.gse.harvard.edu/9798895570180/critical-ai-in-k-12-classrooms/] is designed as a practical guide for teachers and students navigating the complicated intersection of artificial intelligence, education, and justice Artificial intelligence is rapidly integrating into today’s classrooms, and like other technologies, AI has the potential to harm, though at a larger scale, making it difficult to take advantage of its benefits. In Critical AI in K–12 Classrooms [https://hep.gse.harvard.edu/9798895570180/critical-ai-in-k-12-classrooms/], Stephanie Smith Budhai and Marie K. Heath draw attention to the biases embedded within AI algorithms, such as those powering OpenAI’s ChatGPT and DALL-E, to guide students and teachers in developing strategies to best incorporate AI—or not—into equitable learning. AI’s reliance on existing data and knowledge systems means Black, queer, those with disabilities, and other marginalized students are at greater risk of being harmed by built-in limitations and bias. Budhai and Heath show how to circumvent if not actively resist such harms as machine learning, NLPs, LLMS, and GenAI enter the classroom, with practical examples rooted in culturally sustaining, abolitionist, and fugitive pedagogies across disciplines. Their practical guide creatively answers the concerns of educators committed to forward-thinking yet fair instruction and the needs of students eager to use AI for just ends. Critical AI in K–12 Classrooms meets the challenges of a key STEM technology with an eye toward cultivating a more just world. Balancing responsible learning with the joy of discovery, Budhai and Heath build a framework for AI instruction that all educators can confidently use. About our guests: Dr. Marie K. Heath (she/her) is not a robot, but she refuses to prove it to Google’s CAPTCHA. She currently works as Department Chair for Education Specialties and as an Associate Professor of Learning Design and Technology at Loyola University Maryland. Prior to her work in higher education, Marie taught high school social studies in Baltimore County Public Schools. Her scholarship interrogates schools and technologies as current sites of encoded oppression, and labors to advance more just technological and educational futures. She is co-editor of the CITE Social Studies Journal, co-founder and co-executive director of the Civics of Technology [https://www.civicsoftechnology.org/] project, and a Faculty at the Center for Research and Evaluation [https://www.loyola.edu/department/center-research-evaluation/] at Loyola University Maryland. If you ask generative AI a question about Marie, it replies with the Mariah Carey “I don’t know her” [https://en.wikipedia.org/wiki/I_don't_know_her] meme. Stephanie Smith Budhai, PhD, is an associate professor in the Educational Technology program at the University of Delaware and is the recipient of an Excellence in Teacher Education Award from the International Society for Technology in Education (ISTE). Her interdisciplinary research and practice lies at the intersections of technology, equity and civic engagement, across myriad K-16 settings. She is a council chair for the Society for Information Technology and Teacher Education [https://site.aace.org/sigs/#information-technology](SITE) and advisory board member for the Association for Educational Communications and Technology [https://www.aect.org/aect/coe-publishing] (AECT) Center of Excellence for Publishing. Stephanie has published over eighty practitioner articles and nine books to support teaching, learning, and technology in education, two of which have been translated into Arabic.  Most recently she published, Critical AI in K-12 Classrooms: A Practical Guide for Cultivating Justice and Joy [https://hep.gse.harvard.edu/9798895570180/critical-ai-in-k-12-classrooms/] (Harvard Education Press) and Culturally Responsive Teaching Online and In Person [https://us.corwin.com/books/crt-online-278978?srsltid=AfmBOoqMsC_eI8-hYemJlMIwIPovUwijA3EVkYCEsXzP-bANwWO_NwIo] (Corwin). She holds K–12 teaching certifications in technology education, instructional technology, elementary education, and special education. Join the conversation at silverliningforlearning.org  [https://silverliningforlearning.org ]

One learner, one laptop, one mentor: Educating girls in Afghanistan

When the Alekain Foundation launched the Claim Your Diploma Initiative in November 2024, they received 831 applications within two weeks. These applicants came from across 22 provinces and six ethnic groups in Afghanistan—a powerful testament to hope, resilience, and an unquenchable thirst for education. In this episode, we'll take you inside a journey of transformation that started over a year ago as a quest to provide an accredited, asynchronous, and self-paced high school education to young women and girls in Afghanistan. The program is funded by the Alekain Foundation, a 501(c)(3) nonprofit incorporated in the State of Arizona, offered by Smart Schools International, an accredited private high school that provides high-quality academic programs and curriculum paired with the flexibility and support students outside the U.S. need to be successful, and complemented by group therapy education sessions to help students process stress, strengthen emotional well-being, and build the resilience to keep growing. Today, the program supports 29 bright, resilient girls in its inaugural cohort, representing five ethnic groups and nine provinces. Through this initiative, Alekain provides no-cost secondary school classes between grades 9 and 12, culminating in an internationally accredited high school diploma that opens the way for higher education. The program follows a fully asynchronous model, allowing students to complete courses and milestones at their own pace, based on their availability. Each student is paired with a female American college student who provides academic, personal, and psychological support through a robust peer mentorship program. And because access to technology is a significant hurdle, the Foundation provides each girl with a laptop and a monthly internet plan. But the support goes deeper than academics and technology. Parents are engaged from the outset—they attend interviews to express consent and elaborate on their hopes and dreams for their daughters, then sign a parental agreement during onboarding. English as a Second Language courses are offered to ensure inclusion of students who don't initially qualify, facilitating their potential entry in future admissions cycles. In June 2025, the Foundation launched mental health support through two professionals who provide group therapy education to students, along with mentorship and training for peer mentors. This focus on mental and emotional well-being is a necessary innovation that ensures students achieve academic success and meet program milestones. After graduation, the Foundation intends to offer advising and assistance with college admissions to help students pursue higher education abroad. The Foundation is committed to supporting 30 students annually between 2026 and 2029. And the need is urgent: for over four years now, nearly 4 million girls have been barred from secondary schools in Afghanistan, with the number denied access to higher education remaining unknown. This isn't a COVID-like loss of learning—it's a denial of basic human rights and a crisis for the future of an entire generation. The theory of change driving this work is simple yet critical. When girls can access secondary education, they can build better, more stable, and resilient futures for themselves, their families, and societies. They are less likely to marry young, more likely to lead healthy and productive lives, they earn higher incomes, and they can make better decisions for themselves, their families, and their communities. In today's episode, you'll hear how this initiative is working to turn that theory into reality—one laptop, one mentor, one diploma at a time. More about our guests below NASIR KAIHAN Nasir Kaihan is the founder and president of the Alekain Foundation. He is a Ph.D. student in Education Policy and Evaluation at Mary Lou Fulton Teachers College, Arizona State University, where he also serves as an Assistant of Monitoring, Evaluation, Research and Learning for the Education for Humanity Initiative. He graduated with a Master of Arts in Educational Leadership from Western Michigan University and was a distinguished Fulbright program fellow in 2018. Nasir has over eight years of experience working in programming, program reviews, monitoring and evaluation, and policymaking focused on migrants, IDPs, returnees, and host communities with UNESCO; advancement in higher education with the American University of Afghanistan and International University partnerships with USAID, and the University of Massachusetts Amherst in Afghanistan, Pakistan, and Mexico. His career and research interests lie in the access, success, retention, and graduation of refugee and bilingual learners, girls, and other disadvantaged segments of society. Nasir has led, attended, and presented at more than ten conferences and workshops in Afghanistan and internationally. LAURA PAYNE At Smart Schools International, academic manager Laura Payne transforms the lives of students across the globe by helping them earn their American high school diplomas. Her role is more than academic support—it’s a cultural exchange that bridges differences and inspires learning for both her and her students. Laura works with students from diverse cultures, languages, and life experiences, which she describes as the most enriching part of her job. “Speaking with my students is educational for me,” she says. “I learn through them and discover how vast and varied the world truly is.” This mutual learning also opens the door for her students to better understand American culture and customs. For Laura, this exchange is vital to their growth. She encourages them to ask questions freely, no matter how simple or unfamiliar the topic may seem. “What may be common knowledge for Americans can be entirely new to them,” she explains. “That’s why I always say: Ask, ask, and ask again.” Laura’s mentoring style goes beyond academics. Many of her students dream of studying at American universities or working in the U.S., and they rely on her as a trusted source of guidance. She takes pride in being more than an advisor—she’s a mentor, a cultural guide, and a problem-solver for their aspirations. Her students span the globe, from Saudi Arabia to Latin America, England, and beyond—anywhere with access to the internet. For many, the program is a practical and affordable way to achieve their American diploma. Some even pursue dual diplomas, completing Smart Schools’ program while continuing their education in their home countries. Laura’s dedication ensures that each student, regardless of their background, feels supported, informed, and empowered to reach their goals. Her advice? “Make the most of me as your advisor—ask anything and everything. I’m here to help you succeed.” Through her commitment and curiosity, Laura Payne exemplifies what it means to be a mentor in a global education program, enriching lives one student at a time: I have worked in education for over 20 years and found this to be my passion. I have pursued psychology in my undergraduate and postgraduate work. I am ABD with a PhD in Industrial/Organizational Psychology, and I am working on a Master’s in counseling. I find motivation as an area that I strive to help build in students and people. Motivation can be tricky, as what motivates one does not motivate another. GINGER SMITH I am a Marriage and Family Therapist licensed in Indian, Ohio and Kentucky.  I have a Bachelor's Degree from Johnson University in Knoxville, TN and a Master's Degree from Indiana Wesleyan University.  I am grateful for the training and passion that both of these schools instilled. I spent several years in Owensboro, KY working with the International Center to help resettle and provide mental health support for refugees who have found safety from their country of origin.  It changed my world view, more than any missionary work I have ever been a part of.  I have learned so many beautiful lessons and experienced some of the most powerful reminders of  hope from the men, women, and children that I have worked with. The funding provided curriculum and the opportunity to help newly resettled individuals and families in Owensboro find hope in the idea that their experiences in the resettlement are in many ways universal to the experience of fleeing from a home that has become unsafe to a new home that feels anything but that. Using the curriculum, we formed groups that  focused on the common phases of resettling to expect, the common mental health and physical challenges that are seen, and ways to manage and seek help when they  need more support in finding emotional wellness.  I was fortunate enough to find ways to continue supporting families in the Cincinnati/Northern Kentucky area when we relocated in 2021. I have spent nearly 20 years working with families who need support to improve their marriages, their parenting, and their view of self. I have also spent nearly 20 years working with children, teens and adults who have experienced trauma.  I have seen the ways these memories and experiences have affected relationships, mental health, view of self and others. I love my work and feel so honored to get to participate in any way that I can in supporting and learning from families who have experienced such traumatic circumstances that fleeing from their homes was the only option. Join the conversation at silverliningforlearning.org  [https://silverliningforlearning.org ]

Empowering India's Youth to Shape Tomorrow

What happens when young people refuse to be passive consumers of the future being built around them? The Youth Futures Studio (YFS) at Quest Alliance is flipping the script on how we think about youth, technology, and the future by asking a crucial question: How are megatrends like climate change and AI shaping young people's lives—and what futures do they want to inhabit? Rather than accepting predetermined futures, YFS empowers young people to imagine and articulate alternatives. The studio operates on a simple but radical premise: futures exist only in our imagination, making them a powerful tool for understanding how megatrends will affect us. And crucially, no trend is destiny—at any moment, multiple possible futures exist, waiting to be shaped by the choices we make today. More about the YFS program and our guests below the video https://youtu.be/SweZpYX_iis YFS focuses on three pillars: 1. Understanding how young people are experiencing megatrends 2. Building capacity of young people to imagine alternate futures through futures thinking pedagogy 3. Bring youth voices to the decision making table The studio began with climate change, developing an emancipatory climate futures literacy pedagogy that helped young people move from individual understanding of climate issues to systemic thinking—and from there, to imagining their preferred climate futures. Now, YFS has turned its attention to another force reshaping young lives: artificial intelligence and emerging technologies. The team recognized something urgent: AI is already laying the foundations of the world young people will inhabit, yet these young people feel they have no agency in influencing that change. They feel trapped into passively accepting futures being decided for them. YFS engaged with over 200 young people in government secondary schools and vocational training institutes to understand their digital lives. The results were striking: 2 out of 3 young people couldn't clearly define what Artificial Intelligence was—yet AI is already reshaping their education, employment prospects, and daily lives. Without reliable information or critical engagement tools, young people were making meaning of these technologies entirely on their own terms, filling the knowledge gap with whatever they could piece together. THE RESPONSE: CRITICAL AI FUTURES PEDAGOGY This gap led YFS to create a Critical AI Futures pedagogical framework that goes beyond simply teaching young people what AI is—it empowers them to engage critically and imagine differently. The framework enables young people to understand AI and situate it within their social context rather than seeing it as an abstract or inevitable force, articulate their anxieties about probable AI futures not to dwell in fear but to transform those anxieties into critical questions, challenge and reject dominant AI narratives that position them as passive users, imagine and articulate alternate community-centered AI futures, and ultimately claim agency to create their preferred futures rather than accepting what's handed to them. This engagement culminated in something unprecedented: India's first Youth AI Charter: A Critical AI futures pedagogical framework that helps young people to: 1. Understand AI, engage with it critically and situate it in their social context 2. Enables them to articulate their anxieties about probable AI futures 3. Use anxiety as a site of transformation to challenge and question and reject the dominant AI narratives 4. Empowers them to imagine and articulate alternate AI futures which are community-centered 5. Empowers them with agency to imagine and create their preferred AI futures In this document, young people refuse their assigned role as passive consumers of AI and instead articulate how AI should serve their communities and shape their lives. They propose a reversal of priorities—prioritizing care over efficiency, focusing on human and environmental wellbeing, centering labor dignity. Their vision is building a Viksit Bharat (Developed India) with a genuinely human, environment, and labor-centric approach to AI—not despite artificial intelligence, but by reshaping how it's developed and deployed. The Youth Futures Studio's work reminds us that the future isn't written yet. Young people aren't just subjects of change—they're architects of possibility. By giving them the tools to think critically, imagine boldly, and articulate clearly, we're not just preparing them for the future but ensuring they have a hand in creating it. OUR GUESTS Bhawna Parmar: [https://www.linkedin.com/in/bhawna-parmar-3b4b08140/] Bhawna is a researcher-designer working at the intersection of youth, digital cultures and participatory futures. She has set up and currently leads the Youth Futures Studio at Quest Alliance, India. Tanvi Negi: [https://www.linkedin.com/in/tanvi-negi-55a73a46/] Tanvi is the Director of Monitoring, Evaluation and Research at Quest Alliance. Join the conversation at silverliningforlearning.org  [https://silverliningforlearning.org ]

Pedagogical Evolution: Empowering 21st Century Learners with Paul Kim

We stand at a pivotal moment—B.G. (Before GenAI) and A.G. (After GenAI)—when education must transform to prepare learners for an AI-driven world. This keynote explores how AI Coaching, SMILE (Stanford Mobile Inquiry-based Learning Environment), and AI SANA, a national program training 600,000 students to use AI for job creation, are redefining learning. Bringing together Kazakhstan’s AI & Entrepreneurship Initiative, Korea’s AI Coach program, and a global K-12 AI Competency Curriculum, the talk introduces meta-AI competency—the ability to creatively harness AI to solve complex problems. Grounded in the 6Cs—collaboration, communication, critical thinking, creativity, compassion, and commitment—it shows how education in the A.G. era must engage students in meaningful, timely learning experiences that build purpose, adaptability, and human-centered innovation. Readings and Resources: * https://journals.sagepub.com/doi/abs/10.1177/07356331251314222 [https://journals.sagepub.com/doi/abs/10.1177/07356331251314222] * https://primeminister.kz/en/news/ai-sana-business-acceleration-programme-for-startups-to-be-launched-in-kazakhstan-29792 [https://primeminister.kz/en/news/ai-sana-business-acceleration-programme-for-startups-to-be-launched-in-kazakhstan-29792] EPISODE GUEST Paul Kim Dr. Paul Kim is the Founder and President of Seeds of Empowerment, a global social innovation incubator he established in collaboration with Stanford University graduate students in 2004. He served as the Chair of the International Expert Committee on Education Technology at the World Bank and advises Silicon Valley venture capital firms including Lumos Capital and Roble Ventures. As the former Associate Dean and Chief Technology Officer of Stanford University's Graduate School of Education, Dr. Kim dedicated 24 years to advancing learning technology for marginalized communities worldwide. He also launched the Entrepreneur in Residence (EIR) Program and developed a learning innovation design challenge, serving as an edtech startup incubator for Stanford students. Dr. Kim now focuses on global learning technology and entrepreneurship initiatives in the Eurasian region, including designing advanced learning labs in Beijing centered on smart farming, VR/AI, biotech, and aerospace mobility. He also spearheads an entrepreneurship & AI education program with Kazakhstan's Ministry of Science and Higher Education. In addition, he launched an AI-powered student learning journey planner for the Metro School District of Incheon, Korea. Join the conversation at silverliningforlearning.org  [https://silverliningforlearning.org ]

Celebrating 250 Episodes: Hosts Reflect

Celebrating 250 Episodes: Hosts Reflect with Chris Dede, Curt Bonk. Lydia Cao, Yong Zhao, & Punya Mishra  Join the conversation at silverliningforlearning.org  [https://silverliningforlearning.org ]