Shaping the Future of Learning: Policy, Higher Education, and AI – Yale School of Management

Webinar on Education Policy and Sustainable Development Goals

Introduction

On September 23, 2025, the SOM & Society Professional Alumni Group initiated their webinar series by hosting Professor Seth Zimmerman. The session focused on insights from his research in labor economics and public finance, particularly concerning education economics, and explored the future of education policy amid a changing political environment. The discussion emphasized the alignment of education initiatives with the United Nations Sustainable Development Goals (SDGs), especially SDG 4: Quality Education, and SDG 10: Reduced Inequalities.

Improving School Choice in New Haven

Challenges in School Choice

Professor Zimmerman presented findings from his collaboration with New Haven Public Schools, where the existing school choice program imposed significant challenges on families. The complexity of the system required families to make strategic decisions under pressure, often risking not securing their preferred schools. This situation highlighted issues related to SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities), as unequal access to information and resources affected educational equity.

Research and Policy Intervention

1. Surveying Families: Researchers gathered data on family experiences and decision-making processes.
2. Identifying Common Mistakes: The study revealed frequent errors in navigating the school choice system.
3. Policy Recommendations: Suggestions were made to redesign the system to reduce burdens on families.
4. Implementation: In 2019, New Haven adopted a new approach with digital tools to assist families across charter and public schools.

Key Lessons Learned

• Consumer-Centric Design: Policymakers must design education systems that minimize unintended burdens on students and families.
• Collaboration and Patience: Effective deployment of evidence-based solutions requires sustained cooperation between researchers and policymakers.

The Value of Higher Education

Higher Education as a Driver of Social Mobility and Economic Growth

Professor Zimmerman emphasized the critical role of higher education in promoting upward mobility and economic development, aligning with SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth). While acknowledging alternative pathways such as skilled trades, he highlighted the substantial average benefits of college education, including increased earnings and reduced net costs due to financial aid.

Return on Investment and Financial Risks

• Increased Return: Research confirms that college education significantly enhances earnings potential.
• Rising Risks: Students increasingly bear costs through debt, with economic downturns exacerbating financial challenges.
• Policy Importance: Income-driven repayment plans and student loan forgiveness programs are vital to mitigate these risks, supporting SDG 1 (No Poverty) and SDG 10 (Reduced Inequalities).

Artificial Intelligence and the Future of Higher Education

AI as a Complement to Human Skills

Professor Zimmerman discussed the transformative impact of artificial intelligence (AI) on education and work. He proposed a future where AI enhances human decision-making, emphasizing the growing importance of skills such as critical thinking, synthesis, and collaboration. This perspective supports SDG 4 by advocating for education systems that prepare learners for an AI-integrated world.

Enduring Value of Collaborative Learning

• Human Interaction: Higher education fosters environments where individuals learn from each other.
• Skill Development: Programs like the Yale School of Management’s MBA cultivate abilities that AI cannot replicate.
• Future Relevance: Collaborative and decision-making skills will become increasingly essential in an AI-driven economy.

About SOM & Society

SOM & Society is a professional alumni group dedicated to advancing social impact and innovation by fostering networks, career development, and knowledge sharing among its members. The group’s activities contribute to achieving multiple SDGs by promoting inclusive and equitable quality education and fostering partnerships for sustainable development (SDG 17).

For more information about the SOM & Society Professional Alumni Group, please visit: https://somconnect.yale.edu/topics/39684/home or contact the group chair, Sooah Rho.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses extensively on education policy, school choice, higher education value, and the role of AI in education, directly relating to SDG 4.
2. SDG 8: Decent Work and Economic Growth
   • Discussion on education as an engine for social mobility and economic growth, return on investment in education, and workforce skills development connects to SDG 8.
3. SDG 10: Reduced Inequalities
   • Addressing income inequality, upward mobility, and equitable access to education links to SDG 10.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities and children in vulnerable situations.
   • Target 4.7: Ensure that all learners acquire knowledge and skills needed to promote sustainable development, including education for sustainable development and human rights.
2. SDG 8: Decent Work and Economic Growth
   • Target 8.5: Achieve full and productive employment and decent work for all women and men, including young people and persons with disabilities, and equal pay for work of equal value.
   • Target 8.6: Reduce the proportion of youth not in employment, education or training.
3. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.

3. Indicators Mentioned or Implied to Measure Progress

1. Indicators related to SDG 4:
   • Proportion of youth and adults with relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship (Indicator 4.3.1).
   • Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months (Indicator 4.3.1).
   • Completion rates of primary, secondary, and tertiary education.
   • Access to digital tools facilitating school choice and educational decision-making, as implied by the implementation of digital tools in New Haven.
2. Indicators related to SDG 8:
   • Employment rate of graduates and youth (Indicator 8.6.1).
   • Average earnings of graduates compared to non-graduates, reflecting return on investment in education.
   • Proportion of youth not in education, employment or training (Indicator 8.6.1).
3. Indicators related to SDG 10:
   • Income growth of the bottom 40% of the population at a rate higher than the national average (Indicator 10.1.1).
   • Measures of educational attainment across different socio-economic groups to assess equity and inclusion.

4. Table of SDGs, Targets, and Indicators

Source: som.yale.edu