And I'm interested, you know, as you've rolled out and begun to get early lessons from Khanmigo, whether that's one of the things that's happening with adoption, is it takes a long time to figure out how to ask the right questions, and we're gonna have to teach people how to learn.

You're, you're right.

There is actually a parallel between what you see in classrooms and what you see in...

What we learned, you know, I am someone who is naturally curious.

I feel like my learning has been accelerated dramatically, not just by Khanmigo, but by having access to ChatGPT and Gemini and Claude.

You know, I've been going deep on issues that I've never been able to go before.

I've been able to learn what I need to prepare for videos much faster than I've had to.

It's helping to highlight the importance of the human voice, because when you think in centuries, the present moment looks different."

Wow

... to evaluate if they understand.

Uh, and this is pretty high stakes.

This is for admissions to, to top universities.

Uh, so you're already seeing AI in that part.

We've launched Khanmigo out into, uh, classrooms.

We've learned a lot.

Yeah.

[upbeat music]

The first is that teachers matter.

Even before AI, I've talked a lot about if I had to pick between an amazing teacher and no technology versus amazing technology and no teacher, I would pick the amazing teacher every time.

And I think this becomes even more pronounced in an AI world.

AI is going to become an amazing teaching assistant.

It's going to help with grading papers, writing progress reports, giving insights to teachers that they didn't have before, communicating with others, personalizing their classroom, um, writing lesson plans, but it's never going to be able to replace the ability to form those really human connections, have those connections with students that motivate them, and I think that's why teachers go into the profession.

They don't wanna do that busy work of grading papers and writing lesson plans.

[upbeat music]

And w- so you're kind of on the side of caution that you think we do have to worry about the disruption that's coming from AI to the workforce.

You know, none of us have a perfect crystal ball, and I hope [laughs] what you just reported is, is true, but I think there's a, um, a reasonable probability that, uh, we do see pretty significant disruption in certain areas.

Uh, you know, we already see the Waymos driving around.

We al- already see call centers shifting to, uh, AI based call centers.

The, the, it, it's hard to imagine that you're not gonna at least see some disruption in certain industries.

Uh, the, the jury's still out on things like software engineering.

People are getting more productive.

So what does that look like, you know, sort of job to job? And, and what component of it do you think, where do you guys think you can come in and help people with those skills?

[laughs]

Uh, and we got started.

This isn't a school where we had an IQ test to join, and, uh, we had kids who started off the school who were in the bottom quartile on standardized test scores.

All of those kids-- We haven't published this as a study, so this is pseudo-anecdotal, but it, it's based on real data.

All of those kids in the bottom quartile are now operating in the top decile because I would argue they had a chance to learn at their own time and pace, fill in those gaps.

When you get an eighty percent in a traditional system, you're told you're a C student.

When our students get an eighty percent, they're like, "You're at an eighty percent.

Does that frustrate you?

Did that happen around that time?

Y- y- actually, even before the videos happened, in around late 2005, you know, I have this background in software, and in the back of my mind, I have always been fascinated by can software play a role in improving human potential.

And when I was in college, almost every job I did was in some way related to education or how tech and education could be useful.

I remember I worked for the, uh, some Spanish professors to help teach people Spanish.

Then the next summer, I worked, uh, on some software to, to help kids with attention deficit disorder learn math.

Uh, and I created this little thing called Math Planet.

So, my brain was there throughout, for a long time.

Um, but was there any, like, "And here's a plan on how we could collaborate"? Was there any of that at all?

... or whatever they make them do these days.

If you're one of these colleges, and, you know, there's a lot of cynicism around people gaming it, et cetera, but as someone who...

If young Hank r- ran 100 sessions tutoring chemistry, and he has a 4.8 out of 5.0 rating, and there are these quotes saying, "I learned more from Hank than I did at my school," or, "He makes me excited about chemistry." Yeah, if I'm one of these universities, like, I want Hank on my campus.

That's the kid I want.

But we went to these universities and said, "What else could be of, of value?" And they said, "Well, this is probably too hard, but what if we could have...

if we could give students practice in having dialogue about hard subjects?" We don't want them to water down their, their passions, but we want them to be able to have constructive dialogue because everyone's living in their bubble now, geographic bubbles, socioeconomic bubbles, social media bubbles.

And so that's when we launched, uh, o- only a couple of months ago, this Dialogues platform, where (laughs), you know, this...

Mm-hmm.

(laughs)

"... it's gonna be very different." Um, what I would like to see, and this is what we're building forward, is if we go, if we went into a classroom in 10 or 20 years, at first you'll say, "Well, this is just a great classroom." The kids are talking to each other.

The teacher is walking around, sitting next to a student, saying, "Hey, that was a great job.

I really like how you did that." Kids look really engaged.

It will look like an exceptional classroom today.

But when you start paying closer attention, you'll realize that the teacher and the student have, have much more support to do that really engaging experience than they've ever had before.

Maybe the teacher has something whispering into its ear, into their ear saying, "Hey, you know, go talk to Kristen.

Do you think that we are getting smarter as a country, as a world community?

What does that mean to you to know that you are quite literally impacting children all around the world, and full disclosure, including my daughter who's four years old, who uses Khan Academy to help her learn?

Oh, I, I, you know, I- I- I pinch myself all the time.

I, you know, I, I, I don't wanna jinx it, but I, I s- I tell my wife all the time, like, you know, "I, I, I, I wouldn't switch places with anyone." It's so, it, it's fun to work on intellectually, to be able to tackle this problem.

You know, when I was a kid, and every kid probably thinks about, oh, you know, how do you tackle the problems of the world? And I always used to wonder, well, if you peel the on- onion, it all does boil down to, to education.

And now we get letters, even back in 2011, I was getting letters from people all over the world.

My wife and I just met a young woman from Afghanistan who used Khan...

When the Taliban took over Kabul, she couldn't go to school.

Do you think that we are getting smarter as a country, as a world community?