The document discusses the future of expertise from the perspective of the US National Science Foundation. It notes that in the future, humans will need to develop skills that machines cannot replicate like critical thinking, reasoning, and judgment. It also states that many Americans lack basic STEM knowledge, and underrepresented groups remain underrepresented in STEM fields critical to the country's progress. Additionally, the pathways to STEM degrees and jobs are changing, and more adults will require retraining to develop 21st century skills and stay competitive in the workforce. The NSF calls for understanding how to best teach foundational STEM concepts and skills like problem solving and adapting education models to support lifelong learning.

1. The Future of
Expertise: the US
National Science
Foundation Perspective
ALEXANDRA MEDINA-BORJA, PH.D.
NATIONAL SCIENCE FOUNDATION

2. The Future of Work at the Human-Technology Frontier
Core Research Program
Solicitation NSF 22-533

3. Vision for
STEM Education of
the Future:
https://www.nsf.gov/news/mmg/medi
a/images/PF7224_flate_h.jpga
3
Link to the report:
https://www.nsf.gov/news/ne
ws_summ.jsp?cntn_id=301784
&org=EHR

4. “In the future, there will be a demand for
humans to do work that machines cannot do
or cannot do as well as humans can.
Being able to think critically, reason
probabilistically, and exercise logical,
discerning judgement will be some of the most
important human competencies. We must
cultivate these qualities in young people and
“retool” adult learners to master them as well.
How we harness cognitive and emotional
mechanisms to infuse an attitude of self-
motivation and self-actualization, in young
people and adults, will be the key to our ability
to adapt to the new jobs of the future.”
p. 25

5. The US Situation
Many Americans entering the workforce without a basic grasp of STEM facts.
Stagnant or dipping numbers of U.S.-born STEM workers
• women, people with disabilities and African Americans, Hispanic Americans, and Native
Americans remain underrepresented in STEM.
• evident in strategic areas critical for U.S. progress and security, including computer science,
mathematics, and engineering.
The pathways to attain an undergraduate degree and/or the competencies required for a STEM
job are changing
The population of learners is continuing to shift from full-time STEM students to working adult
learners.
• More adults will require re-tooling and upskilling to continue their participation in the
workforce of the future.

6. 6

7. Acquiring 21st Century Competencies
Skills to be earned by all learners above
and beyond traditional STEM content.
Regardless of their educational pathway
◦ the ability to adapt and be flexible, to
work collaboratively, learn
independently, and be lifelong learners.
In some areas of the economy, industry
credentialing is disrupting existing
education models
◦ replacing the need for diplomas to
more competency-based skills

8. Actions
We need to understand how foundational STEM
concepts, computational thinking, and systems
thinking are best learned.
We must understand how to instill flexibility,
creativity, teamwork, problem solving, and
communication skills.
We must examine the current academic
structures and see if they best respond to the
needs of current and future students.
STEM education must be
adaptable to all phases of
life
tailored to the changing
ways learners may process
and engage information
across their lifespan.