Stefan Agamanolis, associate director of strategic research programs
Over the past couple of decades, K-12 education has made a significant shift towards STEM (Science, Technology, Engineering, and Mathematics). Schools have embraced coding programs, robotics clubs, and STEM competitions, all aiming to equip students with technical skills for the digital economy. While this emphasis is valuable, in 2025, we find ourselves in a world where artificial intelligence (AI) and machine learning (ML) are transforming industries at a rapid pace. This new landscape demands a recalibration of what we teach young learners.
One crucial gap in K-12 education is an understanding of data—how it is collected, managed, curated, and validated. AI and ML models do not exist in a vacuum; they are only as effective as the data they are trained on. Without high-quality, well-managed datasets, even the most sophisticated algorithms can produce unreliable results, reinforce biases, or make flawed predictions—issues that can have significant real-world consequences in areas like healthcare, finance, and public policy. Yet, our education system still largely treats data literacy as an afterthought. While it may be present in upper grades or in advanced placement courses, these principles really should be introduced much earlier. If, as I often say, "the data IS the AI," then why aren’t we prioritizing this foundational knowledge alongside programming? Students should be learning not only how to write code but also how to work with data responsibly, ensuring quality, security, and ethical use.
Another missing piece in STEM education is business and entrepreneurial thinking, which, while present in some extracurricular programs, is not systematically embedded into STEM curricula. We teach kids how to program, but we don’t teach them how to turn their ideas into viable products or solutions to real-world problems. This became particularly evident to me when my own fifth-grade son received a light reprimand for attempting to sell 3D-printed fidget toys to his classmates. His school had a well-intentioned policy prohibiting unsanctioned sales, but the experience underscored a broader issue: students are not being encouraged to think about STEM in the context of business and problem-solving. Instead of stifling entrepreneurial initiative, schools should find ways to guide and nurture it in an educational setting.
If we fail to integrate business acumen into STEM education, we risk leaving students without the skills to translate technical expertise into impact. While some project-based learning initiatives offer exposure to business concepts, these efforts are fragmented and often optional rather than integral to the STEM experience. This is a problem universities face as well—bridging the gap between scientific discovery and commercial or social application. We see this challenge play out in the struggles of many research institutions to bring breakthrough technologies to market. It’s not just about invention; it’s about application, strategy, and execution.
Moreover, a critical aspect of business and management—understanding customers and stakeholders—is also largely absent from K-12 STEM curricula. While some interdisciplinary programs incorporate design thinking, these approaches are not yet widespread or consistently applied. Some project-based learning environments introduce elements of user-centered problem-solving, but these efforts remain scattered rather than systematically integrated into STEM education. Design thinking and human-centered design provide essential frameworks for identifying and addressing real needs, which are also critical to business success. Entrepreneurs and innovators thrive when they deeply understand their customers’ pain points, yet this mindset is rarely cultivated in traditional K-12 STEM curricula. While students may learn how to conduct surveys or analyze user feedback in isolated lessons, they are rarely taught to empathize deeply with the people whose problems they aim to solve. Without this perspective, even the most innovative STEM solutions risk missing the mark. Many failed tech products and innovations have resulted from a lack of deep customer understanding—great engineering alone does not guarantee success if the product doesn’t meet real user needs.
At the Weatherhead School of Management’s xLab program, we bring together data-driven digital innovation, design thinking, and real-world business transformation. Students engage in action-learning experiences that merge these essential elements—experiences they often wish they had encountered earlier in their education. The strong student demand for xLab projects reflects an unmet need in traditional learning environments. By working with faculty mentors and industry sponsors, students gain a unique, immersive education that prepares them to stand out in the competitive job market. At the same time, companies that sponsor xLab projects benefit from fresh perspectives, innovative thinking, and high-quality project deliverables that can contribute to their strategic initiatives. These collaborations provide businesses with access to emerging talent while allowing students to tackle complex, real-world challenges in a structured environment. These experiences not only enrich students' understanding of business and technology but also create value for companies by fostering innovation and facilitating connections with potential future employees. The xLab program exemplifies how integrating data, design thinking, and business principles into education leads to impactful outcomes for all involved.
As we look ahead, K-12 education must evolve to prepare students for a future where AI, data, and innovation intersect with business and human-centered problem-solving. Coding alone is not enough. By fostering an appreciation for data, entrepreneurship, and design thinking, we can empower the next generation to create solutions that are not only technically sound but also impactful and sustainable.