This year, Simran Mulchandani, co-founder of Rangeet, and Tyler Samstag from Remake Learning represented the HundrED Community, bringing a fresh education perspective to discussions that typically focus on business and policy. Both innovations have been selected for HundrED’s Global Collections, recognising their potential to make a significant and scalable impact in education worldwide.
Education’s Moment at Davos
Despite the perception that Davos is reserved for corporate and political elites, education is beginning to become part of the conversation. Mulchandani joined a panel at The House of Trust, engaging in a conversation about whether today’s education systems are serving the needs of children.
“Five years ago, everyone said kids needed to learn coding. Today, AI does that for us. The real question is: how do we teach children to learn, to adapt, and to think critically?” he said.
This sentiment echoed across multiple discussions, from workforce development to technology’s impact on learning. Yet, as important as these conversations were, they often took place on the periphery of major Davos debates.
“Education is fundamental to everything we discuss here whether it's about economic growth, technological progress or social stability. It is heartening to see education starting to get a seat at the table,” Mulchandani reflected.
For Samstag, the growing interest in learning ecosystems provided a powerful entry point. As part of a panel at the Social Innovation House titled "Cities as Learning Labs: Building Innovation Ecosystems," he shared how Remake Learning connects educators, policymakers, and businesses to create equitable and innovative educational environments. This discussion highlighted the essential role that local ecosystems play in shaping the future of education, demonstrating how collaboration can amplify impact and foster sustainable change.
“We heard a lot about ‘ecosystems’ in other fields like healthcare, entrepreneurship and social impact. The challenge now is making sure education is seen as part of these larger systems, rather than an isolated sector,” Samstag said.
AI and Education: A Turning Point
One of the striking moments came during a discussion at Future House, where panelists examined the long-term consequences of AI in education. The debate took a serious turn when one speaker made a bold prediction:
"In ten years, only wealthy students will have human teachers. Everyone else will learn from AI."
The room fell silent. The idea that AI could become the default teacher for most children while human instruction remained a privilege raised profound ethical concerns.
“We already know the effects of digital addiction and misinformation on young people. If AI-driven education is inevitable, we need to ensure it is ethical, equitable, and empowering for all learners,” said Samstag.
These discussions underscored the growing urgency to create policy safeguards and educational models where technology enhances, rather than replaces, human relationships in learning.
Education and Climate: Addressing the Anxiety of a Generation
While technology was a major theme, youth mental health, particularly linked to climate anxiety, was another pressing issue. More than 50% of young people experience climate-related stress daily, according to WEF research, yet climate literacy is still missing from most school curricula.
At Bloomberg House, where global education investments were discussed, Rangeet’s work in climate education and social-emotional learning resonated strongly.
“We need to go beyond teaching facts about climate change. Kids need to understand why it matters to them personally and what they can do about it,” Mulchandani emphasized. “If we’re preparing young people for the future, we need to develop climate resilience via agency.”
Policymakers in attendance acknowledged that mental health and wellbeing must be integrated into global education policies, alongside digital literacy in order to reap the benefit of a productive and appropriately skilled workforce.
Breaking Barriers to Access
Despite the invaluable opportunities Davos provides, both Mulchandani and Samstag noted that the logistical and financial requirements often create barriers. These challenges mean that many innovative educators, particularly those from under-resourced communities, struggle to access and contribute to these important global conversations.
“The best education innovations aren’t coming from boardrooms; they’re happening in classrooms, in communities, in places where human centric design and learning engineering are at work.Those voices need to be heard,” Mulchandani clarifies.
Despite these barriers, their presence at Davos proved that education can claim a seat at the table, but only if global leaders recognize its value. As education innovators continue to make their mark on global stages, there’s a growing momentum to embed learning at the core of every conversation about the future.
“Davos is just one stop on the journey, but it’s an important one,” Mulchandani reflected. “If we want education to drive the future, we need to make sure it’s part of the most important conversations happening today.”
