When we design for short-term incentives, we risk designing for compliance, not engagement. To build programs that transform learners long after the course ends, we must design for intrinsic motivation. In this article, drawing on educational research and insights from Self-Determination Theory, we explore how to do just that.

In our latest article, we explore why great learning begins with possibility by drawing on academic research, educational philosophy, and insights from companies like LEGO to look at how we can build environments that make space for imagination.

Cognitive research shows that growth requires friction, what MIT researchers call "hard fun.” In this article, we look at how insights from cognitive psychology, sports, and video games can help us design learning experiences aimed at genuine growth.

We explore what research tells us about the role of belief in learning. It looks at ideas such as growth mindset, self-efficacy, and the Pygmalion effect, and considers what they mean for anyone who helps others learn, develop, or reach their potential.

A growing body of research suggests that awe does something curiosity alone cannot. It doesn't just fill gaps in knowledge. It can reshape the entire framework through which we see the world. In this article, we explore what this means for educators and program designers, and how to bring that quality of transformative experience into everyday learning environments.

In this article, we discuss both the merits and thoughtful considerations of PYD as a framework that has become a guiding approach in youth program design.

Community-based learning is a structured approach to learning and teaching that connects meaningful community experiences with intellectual development and personal growth.

When young people cannot see diverse futures, they cannot imagine or pursue them and so career guidance must involve helping students imagine broader futures through exposure.

Research shows that children who engage in more back-and-forth talk with adults develop stronger brain connectivity in regions critical for language.

In this article, we explore what the science of storytelling can teach us about building training programs that are memorable.

In this article, we explore three mechanisms grounded in behavioural science that program designers can use to improve retention: identity, curiosity, and novelty.

If you’re designing training, teaching students, or building learning content for under-30s – this matters. Today’s learners are highly visual, but not all visuals support learning. Here’s what the research says (and what to do differently).