Welcome to Unbound

UNBOUND explores education in the age of disruption through the lens of Sustainable Learning . You'll find analysis alongside practical resources—some pieces examine system shifts, others stay close to practice, all shaped by real constraints. I hope you'll subscribe, comment, or share what resonates.

I’d be glad for you to read, reflect, and join the conversation—by subscribing, commenting, or sharing where it feels useful.

The series opens with a focus on public-good AI—not because technology offers a solution, but because the field is at a hinge point.

Education systems are being asked to respond to disruption at a scale and pace they were never designed to absorb. At the same time, advances in AI are accelerating—often outpacing the public structures needed to guide their use responsibly and in service of learning.

The K–12 AI Infrastructure Program’s recent Request for Information, which centers on public goods needed to ensure AI strengthens rather than weakens education, clearly reflects this moment. As I began drafting a response, it became apparent how closely these questions align with Sustainable Learning: not whether AI will shape education, but under what conditions—and in whose interests—it does so.

What follows is not an argument for AI adoption, but an invitation to consider public-good infrastructure as a prerequisite for any use that claims to serve learners, teachers, and communities.