Research

Standard human capital models assume educational technology automatically expands the cognitive production frontier by lowering marginal delivery costs, yet real-world adoptions frequently yield null or unequal returns. We provide the first large-scale causal evidence on why. In a randomized controlled trial with 2,440 students across secondary schools, we evaluate a purpose-built, curriculum-tailored AI chatbot against a generic AI tool and conventional instruction. We find that generic AI produces zero learning gains over standard instruction, whereas curriculum-tailored AI increases learning by 0.126 standard deviations (0.309 SD LATE). Crucially, the underlying economic mechanism is behavioral: tailored design resolves participation frictions, raising module completion by 13.2 percentage points, which explains the entire cognitive gain. Our findings demonstrate that the returns to AI in human capital formation are strictly bounded by behavioral engagement constraints, which only purposeful pedagogical and algorithmic design can resolve.

This study examines the impact of Colombia's road concession program on educational outcomes in public schools. Using a staggered difference-in-differences approach, I find that road improvements lead to a significant increase of 0.169 standard deviations in math scores, with the full effect materializing after project completion. Reading scores also show a positive, though less pronounced, trend. These findings are robust to various checks, including alternative estimators and control groups. Additionally, I observe reduced child labor participation and increased higher education pursuit following road improvements. This evidence suggests that Public-Private Partnerships-driven road concession programs can be effective tools for promoting human capital development in developing countries and that policymakers should consider the long-term educational benefits when evaluating infrastructure investments.

Science, technology, engineering and mathematics (STEM) are increasingly recognised as critical drivers of economic competitiveness, innovation and sustainable growth in the European Union (EU). A robust STEM workforce is essential to address key societal challenges, including labour shortages, skill gaps, achieving the goals of the European Green Deal, and facilitating the digital transition. Investments in STEM education and careers are therefore crucial for securing the EU's future prosperity and global leadership. This report provides evidence-based insights to guide EU policies aimed at increasing participation in STEM, drawing on international research with a focus on the EU context. It identifies key factors influencing decisions to pursue STEM education across individual, social, and institutional levels.

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