By Lauren Rebecca Thacker

Vedant Dobwal studies mathematics, physics, and chemistry because they spark something in him: curiosity, passion, and a drive to contribute knowledge to the world. He uses MIT Open Learning resources not only because of the information they provide, but because they spark something, too.

“MIT Open Learning doesn’t just make education accessible — it makes it alive,” says Dobwal. “MIT OpenCourseWare at Open Learning shaped how I approach research and beyond that, it taught me how to explore knowledge with freedom and curiosity. Curiosity doesn’t have to wait for a classroom.”

Now a sophomore at the Indian Institute of Science Education and Research in Bhopal, Madhya Pradesh, Dobwal plans to pursue a major in mathematics. His interest in the natural sciences began when he was a child. He wanted to explore the world’s natural phenomenon and became enthralled with math’s ability to explain the universe. As a high school student, his interest grew. That is when, in 2021, a simple internet search led him to find MIT OpenCourseWare. Since then, he says, it has been a constant companion.

OpenCourseWare, part of MIT Open Learning, is a free, online library of educational resources from more than 2,500 courses that span the MIT undergraduate and graduate curriculum. Learners can browse content at their own pace, watch lectures, read course notes, and hear from faculty experts.

Taking advantage of resources including Quantum Physics I, Calculus, and Linear Algebra gave Dobwal a strong foundation for his undergraduate studies. Once at school, lectures on plasma physics and non-linear systems supplemented what he was learning in his classes and allowed him to go deeper.

Dobwal says that the clarity and depth of the lectures set him up for success. He also appreciates how user-friendly the resources are, making it easy for him to find subjects that interest him. And the fact that this is all available for free is essential.

“As someone studying and doing research in a resource-limited environment, MIT Open Learning has shown me that world-class education can truly be democratized,” he says. “I’ve been able to learn advanced topics years ahead of my formal curriculum, adapt them for research, and even share that understanding with peers. It creates a ripple effect and builds a culture of self-learning and academic confidence.”

As Dobwal looks ahead, he is curious about plasma physics, chaos theory, multivariable calculus, Turing patterns, and morphogenesis, and he is always on the lookout for Open Learning resources that could nurture those interests. Right now, he isn’t interested in narrowing his focus.

“I don’t want to be specific to a certain field; I would like to contribute in multiple fields,” he says. “After college, I would just love to explore and contribute to things that interest me in the future.”

MIT Open Learning will surely be by his side as he explores.

“It is one of the most empowering platforms I’ve had access to,” Dobwal says. “MIT Open Learning gives students like me a chance to dream bigger and start sooner. I’m deeply grateful to be part of the impact Open Learning is making around the world.”

To explore more lifelong learning opportunities from MIT, visit MIT Learn, a dynamic, AI-powered hub designed by Open Learning.

“Curiosity doesn’t have to wait for a classroom” with MIT Open Learning resources was originally published in MIT Open Learning on Medium, where people are continuing the conversation by highlighting and responding to this story.

By Mackenzie Berry | MIT News

As a college student, Kevin Power never considered working in supply chain management; in fact, he didn’t know it was an option. He earned an undergraduate degree in manufacturing engineering while working full time at an oil refinery, which demanded a rigorous routine of shift work, long days, and evening classes.

After graduation, he found himself searching for new learning opportunities, and stumbled upon the online courses of the MITx MicroMasters Program in Supply Chain Management, an online program of MIT Open Learning and the MIT Center for Transportation and Logistics. Starting with Supply Chain Analytics (SC0x), Power was drawn in immediately by how directly applicable the lessons were to real work.

“So many courses that you do are more theoretical,” he reflects. “Everything I learned, I could apply it directly to my work and see the value in doing it. So as soon as I finished Supply Chain Analytics, I decided, OK, I’ll finish the whole program.” What he didn’t yet know was that he belonged to the very audience the MicroMasters was designed for — lifelong learners. Learners are often working professionals who want deep, flexible training while continuing their careers.

After completing the five-course MicroMasters track and earning his credential, Power uncovered another opportunity: the MIT SCM Blended Master’s Program, which pairs the online credential with a one-semester, on-campus program, resulting in a master of applied science degree in supply chain management.

For Power, the blend of online and in-person learning proved pivotal. He describes his MicroMasters experience as fertile ground for deep, self-paced study. “I’m a very introverted kind of learner, so I prefer to just learn out of a textbook and online,” he says. But, once in the MIT SCM program, he tapped into the soft skills he needs to stand out in the industry. “When I came to campus, it was more about networking and being able to communicate with executives, on top of our academic work,” he says. The immersive environment of combining scholarly rigor with real-world experience among peers across the supply chain industry is at the heart of what the blended program aims to facilitate.

During his time on campus, Power’s research included simulation modeling in port shipping and generative-AI–driven projects focused on supply chain resilience. “I had never done simulation modeling before, and right now it’s huge in the industry,” he says. “If I were trying to apply for a simulation modeling job, I’m sure it would help me greatly having done this.”

His project, completed with fellow MIT SCM student Yassine Lahlou-Kamal, was one of the winners at the 2025 Annual MIT Global SCALE Network Supply Chain Student Research Expo, in which students showcased their industry-sponsored thesis and capstone projects. This experience pays off in his current work with Elenna Dugundji in her Deep Knowledge Lab for Supply Chain and Logistics.

Beyond academics and research, Power threw himself into the fast-paced world of hackathons, despite having never participated in one before. “I’m very competitive,” Power confesses, “and I feel like I learn something new every time.” His first effort, an internal MIT competition called Hack-Nation’s Global AI Hackathon, earned him a win with an AI sports-betting agent project that fuses model-driven analysis with web scraping. Soon after, he tackled the OpenAI Red Teaming Challenge on Kaggle. Despite joining the competition halfway through the 15-day window, he raced through the final week and was selected as one of the winners. “It gave me a lot of confidence … that the things I’m working on right now are cutting-edge, even in the eyes of OpenAI.”

In terms of his return on investment in the degree, Power says, “I’m getting so much value out of being here. Even from just doing the Kaggle competition, I won more than the cost of my full MIT degree.” Long-term, Power has been impressed that “as far as I know, everybody that was looking for a job in the supply chain program has one.” The data back him up, as every student from the MIT SCM residential program Class of 2025 secured a job within six months of graduation.

Now a current master’s student in the MIT Technology and Policy Program, looking ahead, Power says, “I want to do a startup. A lot of the ideas came from research I’ve done here.”

Reflecting on the transformation he’s experienced in just 10 months of the program, he calls it “crazy.” “The SCM program really is amazing … I’d recommend it to anyone.”

How an online MIT course in supply chain management sparked a new career was originally published in MIT Open Learning on Medium, where people are continuing the conversation by highlighting and responding to this story.

By Katherine Ouellette

Hoping to break into an engineering career but don’t know where to start? Try educational resources from the #1 engineering program ranked by U.S. News and World Report. No matter the specialty you’re interested in pursuing, you can develop wide-ranging skills from thousands of online courses, videos, and podcasts on MIT Learn. Below, explore five different engineering jobs and the MIT Open Learning resources that can help you land the role.

Machine learning engineer

Machine learning engineers develop, train, and execute AI models for real-world contexts. The machine learning algorithms they design can learn from data to make decisions and predictions.

Fields

• Energy
• Entertainment
• Finance
• Healthcare
• Manufacturing
• Online retail
• Technology
• Transportation

Courses

• Introduction to Computer Science and Programming Using Python
• Computational Methods of Scientific Programming
• Data Analysis: Statistical Modeling and Computations in Applications
• Introduction to Machine Learning
• Machine Learning with Python: From Linear Models to Deep Learning
• Matrix Calculus for Machine Learning and Beyond
• Mathematics of Machine Learning
• Machine Learning for Healthcare
• Machine Learning, Modeling, and Simulation Principles
• Applying Machine Learning to Engineering and Science
• Hands-on Deep Learning
• Designing and Building AI Products and Services
• FinTech: Shaping the Financial World

Explore even more machine learning careers.

Data engineer

Data engineers design, create, and update the systems and infrastructure to collect, store, and process data. They make efficient, scalable pipelines so data scientists and analysts can easily access data.

Fields

• Energy
• Entertainment
• Healthcare
• Manufacturing
• Transportation

Courses

• Introduction to Computational Thinking
• Computational Probability and Inference
• Advanced Data Structures
• Design and Analysis of Algorithms
• Performance Engineering of Software Systems
• Professional Certificate in Data Engineering
• Designing and Building AI Products and Services
• Professional Certificate in Data Science and Analytics
• MITx MicroMasters Program in Statistics and Data Science

Explore even more data science careers.

Renewable energy engineer

Renewable energy engineers develop sustainable technologies and systems. They harness power from sources that don’t harm the environment or deplete natural resources.

Fields

• Biofuel
• Energy storage
• Geothermal
• Government
• Hydropower
• Solar
• Wind

Courses

• Sustainable Energy
• Geothermal Energy Networks: Transforming Our Thermal Energy System
• Resolving Renewable Energy Siting Disputes
• Urban Energy Systems and Policy
• Principles of Modeling, Simulations, and Control for Electric Energy Systems
• Environmental Justice Law and Policy
• Environmental Justice, Science and Technology
• Energy, Environment, and Society: Global Politics, Technologies, and Ecologies of the Water-Energy-Food Crises
• Fundamentals of Advanced Energy Conversion
• Qualitative Research Methods: Data Coding and Analysis
• Designing and Building AI Products and Services
• Deploying AI for Strategic Impact
• Predictive Artificial Intelligence

Explore even more AI-driven careers.

Cybersecurity engineer

Cybersecurity engineers design and maintain systems that protect computers, networks, and data from hacking, malware, and other digital threats. They analyze risks, build security tools, and respond to attacks to keep information safe for organizations and users.

Fields

• Finance
• Government
• Healthcare
• Manufacturing
• Online retail
• Technology

Courses

• Networks
• Computer Systems Security
• Network and Computer Security
• Secure Hardware Design
• Professional Certificate in Cybersecurity
• AI and Cybersecurity: Strategies for Resilience and Defense
• Advanced Topics in Cryptography
• Quantum Algorithms for Cybersecurity, Chemistry, and Optimization
• Cybersecurity for Critical Urban Infrastructure

Biomedical engineer

Biomedical engineers develop healthcare devices, systems, and medicines. They are responsible for creating medical technologies such as imaging equipment, prosthetics, and diagnostic tools.

Fields

• Biotechnology
• Healthcare
• Medical device manufacturing
• Medical imaging and diagnostics
• Pharmaceuticals
• Research and development

Courses

• The Microbiome and Drug Delivery: Cross-species Communication in Health and Disease
• Introduction to Neural Computation
• Design of Medical Devices and Implants
• Tissue Engineering and Organ Regeneration
• Synapse Remodeling in Health and Disease
• Principles of Biomanufacturing: Using Biotechnology to Manufacture Medicines
• Drug and Medical Device Development: A Strategic Approach
• Global Health Informatics to Improve Quality of Care
• Collaborative Data Science for Healthcare
• The Science and Business of Biotechnology

Launch your engineering career with MIT was originally published in MIT Open Learning on Medium, where people are continuing the conversation by highlighting and responding to this story.

By Stefanie Koperniak | MIT News

Through the MITx MicroMasters Program in Data, Economics, and Design of Policy, Munip Utama strengthened the skills he was already applying in his work with Baitul Enza, a nonprofit helping students in need via policy-shaping research and hands-on assistance.

Utama’s commitment to advancing education for underprivileged students stems from his own background. His father is an elementary school teacher in a remote area and his mother has passed away. While financial hardship has always been a defining challenge, he says it has also been the driving force behind his pursuit of education. With the assistance of special programs for high-achieving students, Utama attended top schools and completed his bachelor’s degree in economics at UIN Jakarta — becoming the second person in his family to earn a university degree.

Utama joined Baitul Enza two months before graduation, through a faculty-led research project, and later became its manager, leading its programs and future development. In this interview, he describes how his experiences with the MicroMasters Program in Data, Economics, and Design of Policy (DEDP), offered by the Abdul Latif Jameel Poverty Action Lab (J-PAL) and MIT Open Learning, are shaping his education, career, and personal mission.

Q: What motivated you to pursue the MITx MicroMasters Program in Data, Economics, and Design of Policy?

A: I was seeking high-quality, evidence-based courses in economics and development. I needed rigorous training in data analysis, economic reasoning, and policy design to strengthen our interventions at Baitul Enza. The MITx MicroMasters Program in Data, Economics, and Design of Policy offered exactly that: a curriculum grounded in real-world problem-solving, aligned with the challenges I face in Indonesia.

I deeply admire MIT’s commitment to transforming teaching and learning not only through innovation, but also through empathy. The DEDP program exemplifies this mission: It connects theory with practice, allowing learners like me to apply analytical tools directly to real development challenges. This approach has inspired me to adopt the same philosophy in my own teaching and mentoring, encouraging students to use data and critical thinking to solve problems in their communities.

Q: What have you gained from the MITx DEDP program?

A: The DEDP courses have provided me with rigorous analytical and quantitative training in data analysis, economics, and policy design. They have strengthened both my research and mentorship abilities by teaching me to approach poverty and inequality through evidence-based frameworks. My experience conducting independent and collaborative research projects has informed how I mentor students, guiding them to carry out their own evidence-based research projects. I continue to seek further academic dialogue to broaden my understanding and prepare for future graduate studies.

Another key component has been the program’s financial assistance offers. Even with DEDP’s personalized income-based course pricing, financial constraints remain a significant challenge for me, and Baitul Enza operates entirely on donations and volunteer support. The scholarships administered by DEDP have been crucial in enabling me to continue my studies. It has allowed me to focus on learning without the constant burden of financial insecurity, while staying committed to my mission of breaking cycles of poverty through education.

Q: How are you applying what you’ve learned from MIT Open Learning’s MITx programs, and how will you use what you’ve learned going forward?

A: The DEDP program has transformed how I lead Baitul Enza. I now apply data-driven and evidence-based approaches to program design, monitoring, and evaluation — enhancing cost-effectiveness and long-term impact. The program has enabled me to design case-based learning modules for students, where they analyze real-world data on poverty and education; mentor youth researchers to conduct small-scale projects using evidence-based methods; and improve program cost-effectiveness and outcome measurement to attract collaborators and government support.

Coming from a lower-middle-class family with limited access to education, MIT Open Learning has opened doors I never imagined possible. It has reaffirmed my belief that education, grounded in data and empathy, can break the cycle of poverty. The DEDP program continues to inspire me to mentor young researchers, empower disadvantaged students, and build a community rooted in evidence-based decision-making.

With the foundation built by MITx, I aim to produce policy-relevant research and scale up Baitul Enza’s impact. My long-term vision is to generate experimental evidence in Indonesia on scalable education interventions, inform national policy, and empower marginalized youth to thrive. MITx has not only prepared me academically, but has also strengthened my resolve to lead with clarity, design with evidence, and act with purpose. Beyond my own growth, MITx has multiplied its impact by empowering the next generation of students to use data and evidence in solving local development challenges.

“MIT Open Learning has opened doors I never imagined possible” was originally published in MIT Open Learning on Medium, where people are continuing the conversation by highlighting and responding to this story.

By Dimitris Bertsimas

The problems shaping our future don’t fit into neat boxes. Climate change isn’t just an environmental issue; it requires economics, policy, and human behavior expertise. Artificial intelligence isn’t only technical; it raises questions that span ethics, social justice, and the environment. Public health doesn’t stop at the doors of hospitals; it needs expertise in infrastructure, communication, and equity.

After nearly four decades of teaching at MIT, I’ve observed that the most important problems my students go on to face rarely announce themselves as belonging to a single discipline. They aren’t labeled “solve with computer science” or “apply business principles here.” Instead, they arrive as they truly are — technical and human, theoretical and practical, scientific and ethical all at once.

MIT has long been known for graduates who thrive in this complexity. They are exceptional thinkers, but more importantly, they are problem solvers trained to cross boundaries, synthesize ideas, and turn knowledge into action. This analytical, creative, and deeply pragmatic mindset is at the heart of what makes an MIT education distinctive. And this approach has never been more necessary.

Yet this transformative education reaches only a fraction of people who could benefit from it. That limitation has never felt right to me, and it’s what we have the opportunity to change.

At MIT Open Learning, the Institute’s home for online and digital learning, we’re launching Universal Learning, a new initiative to develop online curricula that prepares learners to take on complex global challenges. Universal Learning offerings combine MIT’s subject matter expertise and Open Learning’s more than 25 years of innovation in online education to deliver a learning experience that cultivates the interdisciplinary thinking that defines an MIT education.

The Universal Learning curricula span both theoretical foundations and practical applications of topic areas like AI, climate, energy, biology, and healthcare. We’ve designed it from the ground up for accessibility to a broad audience, with the material grounded in real-world stories and applications. Learners gain MIT-level expertise delivered in an approachable format. All Universal Learning offerings will be delivered on MIT Learn, the Institute’s new online learning platform.

This spring, we will launch Universal AI, the first offering in the Universal Learning portfolio. Artificial intelligence is a fitting starting point. It is a quintessential cross-disciplinary challenge, touching nearly every aspect of modern life while raising profound questions about work, ethics, and equity. In Universal AI, learners gain a shared language for understanding AI’s possibilities and limitations, from theoretical foundations to real-world applications across industries.

AI is not only the subject of study, it is also part of how learning happens. Through the AskTIM AI assistant, a suite of AI tools developed by MIT engineers and researchers for the MIT Learn platform, we are able to personalize the learning experience at scale in ways previously impossible. For example, within Universal AI, learners can use AskTIM to summarize lectures, reinforce key concepts with flashcards, and guide them through concepts, homework, and quizzes, offering the right nudge toward the next step without giving away the answers.

Later this year, Universal Learning will expand to include curricula in climate, energy, and biology, with other cross-cutting challenges like manufacturing and healthcare to follow.

The challenges ahead are immense, but so is the opportunity to educate learners across the world to think beyond traditional boundaries. With Universal Learning, MIT’s approach to educating those minds will reach beyond our campus walls — and in doing so, we’re expanding who will solve the world’s greatest challenges that affect us all.

Dimitris Bertsimas is the Vice Provost for Open Learning at MIT, the Associate Dean of Business Analytics, the Associate Dean of Online Education & Artificial Intelligence, the Boeing Leaders for Global Operations Professor of Management, and a Professor of Operations Research at MIT Sloan School of Management.

Perspective: Expanding MIT’s educational mission for the world was originally published in MIT Open Learning on Medium, where people are continuing the conversation by highlighting and responding to this story.

By Lauren Rebecca Thacker

As an undergraduate considering her future career, Sok Danica, a recent graduate of National University of Management in Phnom Penh, Cambodia, sought advice from professors and lecturers. One lecturer, who also worked as a financial analyst, suggested MIT Open Learning as a way to explore her interests and find out which subjects sparked passion and curiosity.

Sok, who majored in global entrepreneurship and innovations, decided to check out Principles of Microeconomics, taught by Jonathan Gruber and published by Open Learning’s MIT OpenCourseWare. She had some background knowledge of finance but felt intimidated by the course.

“I thought, ‘This is MIT and my IQ isn’t where those geniuses are,’ she remembers. “But Professor Gruber never did anything to make anyone feel like they didn’t belong. He entered the class with a genuine wish to teach people what he is passionate about.”

Sok worked through course content during a semester break and made a schedule for herself. She soon found she looked forward to the mornings and afternoons when she would watch lectures.

“Professor Gruber cracked jokes, and it was the highlight of my day,” she remembers. “I love his enthusiasm.”

Understanding the content made her feel confident in her knowledge of economics and prepared for an upcoming study abroad program at Beijing Foreign Studies University in China. MIT OpenCourseWare publishes materials from more than 2,500 MIT courses, spanning undergraduate and graduate programs. As her college career continued, Sok explored more OpenCourseWare resources, including Principles of Macroeconomics, Multivariable Calculus, and Statistics for Applications.

Sok’s university courses and experience with Open Learning grew her passion for economics.

“I love looking at the big picture and how different factors, both internal and external, based on the data from the present and the past, can impact the future of a country or a company,” she says.

Now, Sok is looking into a different career path but still interested in exploring the big picture.

In her final year as an undergraduate, she had the opportunity to represent Cambodia as a UN youth delegate at the Economic and Social Council Youth Forum, an experience she calls “life changing.” Studying economics had given her insight into how economic policies and the availability of entrepreneurial opportunities have a real-life impact on communities. Yet, she says, her “eyes were not completely open.”

“Sitting in the room in Manhattan filled with aspiring young leaders tackling real issues and saving real people woke something up in me. I found myself listening to all of them in awe,” she says.

After that experience, as well as witnessing political turmoil and hardship in her own country, Sok is charting a new career path that will allow her to work for peace and represent her country on a global stage. Open Learning has contributed to a strong educational foundation and, as she explores political science and international relations content to prepare for a master’s degree, she knows where to turn for support.

“MIT Open Learning is absolutely part of my plan for the future,” she says.

To explore additional lifelong learning offerings from MIT, visit MIT Learn.

From Phnom Penh to Beijing to New York, MIT Open Learning resources support an educational journey was originally published in MIT Open Learning on Medium, where people are continuing the conversation by highlighting and responding to this story.

By Camila Massa

Can an online course change the way you learn, lead, and connect with others? For Verónica María Farías, the answer is yes. What began as a desire to deepen her understanding of systemic leadership transformed her learning so profoundly, she now describes it as part of her DNA.

From intention to action: learning in community

Farías’ career path blends philosophy, education, and public policy. A graduate of Universidad Panamericana in Mexico, she now leads a communications department at a Trust that promotes environmental impact programs. Her approach to work reflects a balance of leadership, critical thinking, and empathy applied to social change.

What drew her most to the MITx course u-lab: Leading from the Emerging Future was its emphasis on community practice. “I want to be there. I want to be part of that,” she recalls, describing the image of people engaged in conversation circles that first caught her attention. Part of MIT Open Learning, MITx offers high-quality massive open online courses adapted from the MIT classroom for learners worldwide.

Taught by Otto Scharmer, a senior lecturer at MIT and founding chair of the Presencing Institute, and along with other instructors, the u-lab MITx course introduces learners to the tools, methods, and spaces to bring about meaningful community, organizational, and systems transformations.

“I wanted to be part of those circles, and I stopped waiting,” Farías says, explaining how she decided to enroll in the course, which gave her a concrete roadmap and framework. The program introduced her to leadership tools including systems thinking, journaling, empathic communication and coaching circles, which soon became part of her daily practice.

“I didn’t wait for someone to create hubs, and so I created them myself,” says Farías. With that determination, she organized three coaching circles that met weekly, gradually growing into a true community of practice. The online course transformed into a living laboratory for experimentation, learning, and co-creating.

Shortly after beginning the program, Farías traveled to Santiago de Querétaro, Mexico, to participate in a Latin American conference of Ecosystem Leadership. There, she met Scharmer and Arawana Hayashi, u-lab co-instructor and founder of the Social Presencing Theater practice. “I achieved my goal. I visualized it,” she says, remembering the moment she found herself in the very kind of supportive group she had pictured at the beginning of her journey.

The u-lab framework brought into practice

MITx’s u-lab begins with a clear diagnosis of the present world: change accelerates, while uncertainty and complexity do not slow down. The course invites participants to look at the root causes of systems and to shift the quality of attention they bring to listening and acting. Through an experiential learning process supported by a global community, learners are provided with tools, methods, and spaces for people to apply Theory U, which blends systems thinking, innovation, and leading change, with awareness practices, to the issues that matter most to them.

Farías’ daily work puts that framework into practice. She strengthened her ability to facilitate complex conversations, coordinate diverse teams, and build alliances that sustain ongoing projects. She also developed a leadership style centered on active listening and co-creation. Today she serves as one of the lead members of the Spanish-speaking Theory U Practitioners Hub, a network that connects more than 175 people around the world.

Scharmer’s work was a constant reference throughout her process. She remembers meeting him in Mexico: “He embodies Theory U. Seeing how, with great expertise, he was able to integrate everything that was happening in the room and lead it toward an emerging future was incredible,” she says, adding that the bridge between theory and lived experience is what makes u-lab truly unique.

Her experience did not end with the course. Today, every coaching circle Farías facilitates and every conversation she leads is a way of incorporating everything she learned.

“MIT, U-Lab, and the ecosystem leadership courses truly expanded my horizon in a way that created a real impact on my career and trajectory, professionally and of course personally, because sometimes there is simply no way to separate the two,” Farías says.

The interview for this article was conducted in Spanish.

How MITx’s u-lab became part of a learner’s “DNA” was originally published in MIT Open Learning on Medium, where people are continuing the conversation by highlighting and responding to this story.

By Stefanie Koperniak

“I am a lifelong learner,” said Bia Adams, a London-based neuropsychologist, therapist, and former professional dancer. “My career has been built across diverse experiences, but I think I’ve always retained an interest in lifelong learning. I like to say that if money and jobs were not concepts, I would happily be a forever student.”

In a new Open Conversation, “Learning for Life: How Curiosity Shapes Well-Being,” Adams talks to Curt Newton, director of MIT OpenCourseWare at Open Learning, about how this sense of curiosity has fueled her educational and career journey — leading her to free MIT resources including MIT OpenCourseWare. Adams draws from her personal experiences and her neuropsychology background to discuss the importance and benefits of curiosity for all learners.

Adams started dancing beginning in early childhood and then studied clinical and cognitive psychology. She practiced as a psychologist for several years, before going on an extended sabbatical to explore dance again, studying at the London Contemporary Dance School and performing for a few years. She also earned a black belt in Aikido and started skateboarding and longboarding. After experiencing some injuries related to the latter, she resumed her studies in psychology, ultimately specializing in medical neuroscience. She now works as a neuropsychologist.

In 2022, Adams first discovered MIT OpenCourseWare, which offers free, online, open educational resources that span the MIT undergraduate and graduate curriculum. She has learned from courses in quantum physics, computer science, philosophy, and biology, and looks forward to exploring more classes in the future. She also enjoys learning different languages and finished writing her first book of fiction, Humans After All, to be released in 2026. She says that all of these efforts, beginning with her study of dance, have been rooted in curiosity.

“I’ve always been drawn by movement,” said Adams. “Through ballet, I learned to dissect movement, understand technique, understand time, learn how movement relates to music, and also the possibilities of expression that arise out of study, not just the series of steps.”

Adams said that she understands much more now, as a neuropsychologist, about how the brain works than she did in her earlier days of studying dance.

“I didn’t realize that I was activating the dopaminergic system in the brain, the reward system,” said Adams. “That’s something which makes you go after things. It opens the door to learning, and it also makes you a bit more cognitively flexible, so that you can adapt to learning…I think curiosity almost had a protective role, as well, as I shifted to working in neuroscience. I looked at the career change as an opportunity to explore something new and meaningful instead of interpreting it as a threat to my identity.”

Newton noted that many learners throughout the world engaging with MIT Open Learning programs express a similar feeling of identifying as an explorer.

“We’ve learned that they’re coming from a lot of different positions,” said Newton. “Some of them are educators trying to figure out how to teach more effectively. Many of them are independent learners. What we’ve heard from everyone is that the number one reason why they’re coming to these resources is because they have a fundamental curiosity.”

Adams confirmed that maintaining a curious approach to life and engaging often with new learning material can have several scientific benefits.

“Learning literally changes the brain,” said Adams. “It drives what we call neuroplasticity, the brain’s ability to change itself in response to experience, in response to new learning. Curiosity in new learning rewires the brain. You form new circuits, you allow for neurogenesis, the formation of new neurons in some areas of the brain, particularly the hippocampus. It also acts as a protective buffer against age-related cognitive decline.”

Adams also talked about how the important social and emotional aspects of learning, such as learning alongside others, can help to build motivation and provide some accountability, helping learners to work through obstacles. The support and opportunities for discussion can also build efficacy and confidence, all proven to reduce symptoms of anxiety, depression, and isolation.

Newton confirmed hearing stories from learners from around the world that echo these benefits and experiences.

“At OpenCourseWare, and at Open Learning as a whole, we hear from so many people that they’ve been able to make use of our resources, even if they’re living in complicated, disrupted situations,” said Newton. “People are able to tap into their resilience and foundational curiosities and continue to keep learning.”

MIT Open Learning’s Open Conversation series highlights how free access to MIT’s knowledge and educational resources can change lives, communities, and the world.

Watch the first two talks in the series:

• “Alleviating poverty and sharing knowledge globally with Esther Duflo”
• “How opening learning can close knowledge gaps with June Odongo”

New MIT Open Learning video explores the scientific and social aspects of curiosity was originally published in MIT Open Learning on Medium, where people are continuing the conversation by highlighting and responding to this story.

Stefanie Koperniak | MIT News

When Freesia Gaul discovered MIT Open Learning’s OpenCourseWare at just 14 years old, it opened up a world of learning far beyond what her classrooms could offer. Her parents had started a skiing company, and the seasonal work meant that Gaul had to change schools every six months. Growing up in small towns in Australia and Canada, she relied on the internet to fuel her curiosity.

“I went to 13 different schools, which was hard because you’re in a different educational system every single time,” says Gaul. “That’s one of the reasons I gravitated toward online learning and teaching myself. Knowledge is something that exists beyond a curriculum.”

The small towns she lived in often didn’t have a lot of resources, she says, so a computer served as a main tool for learning. She enjoyed engaging with Wikipedia, ultimately researching topics and writing and editing content for pages. In 2018, she discovered MIT OpenCourseWare, part of MIT Open Learning, and took her first course. OpenCouseWare offers free, online, open educational resources from more than 2,500 MIT undergraduate and graduate courses.

“I really got started with the OpenCourseWare introductory electrical engineering classes, because I couldn’t find anything else quite like it online,” says Gaul, who was initially drawn to courses on circuits and electronics, such as 6.002 (Circuits and Electronics) and 6.01SC (Introduction to Electrical Engineering and Computer Science). “It really helped me in terms of understanding how electrical engineering worked in a practical sense, and I just started modding things.”

In true MIT “mens et manus” (“mind and hand”) fashion, Gaul spent much of her childhood building and inventing, especially when she was able to access a 3D printer. She says that a highlight was when she built a life-sized, working version of a Mario Kart, constructed out of materials she had printed.

Gaul calls herself a “serial learner,” and has taken many OpenCourseWare courses. In addition to classes on circuits and electronics, she also took courses in linear algebra, calculus, and quantum physics — in which she took a particular interest.

When she was 15, she participated in Qubit by Qubit. Hosted by The Coding School, in collaboration with universities (including MIT) and tech companies, this two-semester course introduces high schoolers to quantum computing and quantum physics.

During that time she started a blog called On Zero, representing the “zero state” of a qubit. “The ‘zero state’ in a quantum computer is the representation of creativity from nothing, infinite possibilities,” says Gaul. For the blog, she found different topics and researched them in depth. She would think of a topic or question, such as “What is color?” and then explore it in great detail. What she learned eventually led her to start asking questions such as “What is a hamiltonian?” and teaching quantum physics alongside PhDs.

Building on these interests, Gaul chose to study quantum engineering at the University of New South Wales. She notes that on her first day of university, she participated in iQuHack, the MIT Quantum Hackathon. Her team worked to find a new way to approximate the value of a hyperbolic function using quantum logic, and received an honorable mention for “exceptional creativity.”

Gaul’s passion for making things continued during her college days, especially in terms of innovating to solve a problem. When she found herself on a train, wanting to code a personal website on a computer with a dying battery, she wondered if there might be a way to make a glove that can act as a type of Bluetooth keyboard — essentially creating a way to type in the air. In her spare time, she started working on such a device, ultimately finding a less expensive way to build a lightweight, haptic, gesture-tracking glove with applications for virtual reality (VR) and robotics.

Gaul says she has always had an interest in VR, using it to create her own worlds, reconstruct an old childhood house, and play Dungeons and Dragons with friends. She discovered a way to put into a glove some small linear resonant actuators, which can be found in a smartphone or gaming controller, and map to any object in VR so that the user can feel it.

An early prototype that Gaul put together in her dorm room received a lot of attention on YouTube. She went on to win the People’s Choice award for it at the SxSW Sydney 2025 Tech and Innovation Festival. This design also sparked her co-founding of the tech startup On Zero, named after her childhood blog dedicated to the love of creation from nothing.

Gaul sees the device, in general, as a way of “paying it forward,” making improved human-computer interaction available to many — from young students to professional technologists. She hopes to enable creative freedom in as many as she can. “The mind is just such a fun thing. I want to empower others to have the freedom to follow their curiosity, even if it’s pointless on paper.

“I’ve benefited from people going far beyond what they needed to do to help me,” says Gaul. “I see OpenCourseWare as a part of that. The free courses gave me a solid foundation of knowledge and problem-solving abilities. Without these, it wouldn’t be possible to do what I’m doing now.”

Teen builds an award-winning virtual reality prototype thanks to free MIT courses was originally published in MIT Open Learning on Medium, where people are continuing the conversation by highlighting and responding to this story.

Ring in the new year with fresh courses and resources on MIT Learn! This hub for lifelong learning offers thousands of online educational materials, and our team at MIT Open Learning has curated a list of standout new options. Whether you prefer to move at your own pace or join a live course, you’ll find opportunities to jumpstart your 2026 goals — and can even get personalized guidance from the AskTIM AI assistant.

AI and machine learning

• Foundation Models and Generative AI
• How to AI (Almost) Anything
• Designing and Building AI Products and Services (Start: January 29)
• Driving Innovation with Generative AI (Start: February 9)
• Deploying AI for Strategic Impact (Start: February 9)
• Machine Learning, Modeling, and Simulation: Engineering Problem-Solving in the Age of AI (Start: February 2)
• Advances in Computer Vision
• AI Strategy and Leadership Program: Thriving in the New World of AI (Start: February 26)
• Executive Certificate in AI Strategy and Product Innovation (Start: February 26)

Biology, biological engineering, and biomedical engineering

• Introduction to Biology: The Secret of Life (Start: January 6)
• Genetics
• Fundamentals of Experimental Molecular Biology
• Design of Medical Devices and Implants
• Tissue Engineering and Organ Regeneration
• Principles of Biomanufacturing: Using Biotechnology to Manufacture Medicines (Start: January 12)
• Drug and Medical Device Development: A Strategic Approach (Start: January 29)

Business and entrepreneurship

• Innovation Teams
• Facilitative Leadership in the Public Sector
• Substance Use Disorder Ventures Program
• Navigating and Leveraging Culture and Networks (Start: January 12)
• Supply Chain Management: Leading with AI and Digital Transformation (Start: January 22)

Climate, energy, and earth science

• Information and Entropy; Energy and Exergy
• Weather and Climate Laboratory
• Climate, Environment, and Sustainability Infusion Fellowship
• Urban Energy Systems and Policy
• Geothermal Energy Networks: Transforming our Thermal Energy System
• Anthro-Engineering: Decarbonization at the Million-Person Scale
• Systems Thinking in Energy: Navigating Costs, Emissions, and Impact
• Dynamics of the Atmosphere

Computer science

• MIT Programmer on AI, Growth Mindset, and Rubber Ducks
• Mathematics for Computer Science
• Foundations of Information Policy
• Computer Systems Security
• Secure Hardware Design
• Computational Methods of Scientific Programming
• Social and Ethical Responsibilities of Computing
• Professional Certificate in Coding: Full Stack Development with MERN (Start: February 18)

Cognitive Science

• Introduction to Computational Neuroscience with Neuroblox
• Science of Learning and Memory

Economics

• MIT Economist on Finance, AI, and Human Behavior
• MIT Economist on AI, Trade-offs, and Healthcare
• Labor Economics I
• Microeconomics (Start: January 20)
• Good Economics for Hard Times (Start: January 20)
• The Challenges of Global Poverty (Start: January 20)
• Data Analysis for Social Scientists (Start: January 20)
• Game Theory

Engineering

• New Engineering Education Transformation Ways of Thinking
• How to CAD Almost Anything
• Architecture and Systems Engineering: Models and Methods to Manage Complex Systems (Start: February 2)
• System Thinking (Start: February 2)
• Innovations in Textile Engineering: Fibers, Yarns, Nonwovens, and More
• Professional Certificate in Data Engineering (Start: February 5)

Humanities

• Fans and Fan Cultures
• The Science Fiction of Freedom
• The Making of a Roman Emperor
• Moral Psychology
• Compass: Exploring Value, Truth, and Knowledge

Language

• The Linguistic Study of Bilingualism
• Chinese Calligraphy
• Project-Based Language Learning For Chinese Streamlined II

Math

• Real Analysis
• Multivariable Calculus Recitation Notes
• Differential Equations

Music

• Heavy Metal 101
• Introduction to Western Music
• Computational Music Theory

Quantum Computing

• Quantum Computing Fundamentals (Start: February 2)
• Quantum Computing: Strategy and Impact (Start: January 12)

Urban Planning

• Introduction to Pedestrian Mobility in Cities
• Facilitative Leadership in the Public Sector
• Sustainable Real Estate
• Leadership in Planning: How to Effectively Advance Great Urban Planning Initiatives

These courses and materials are available through MIT OpenCourseWare, MITx, and MIT xPROⓇ, which are part of MIT Open Learning. OpenCourseWare offers free, online, open educational resources from more than 2,500 courses that span the MIT undergraduate and graduate curriculum. MITx offers high-quality massive open online courses adapted from the MIT classroom for learners worldwide. xPRO provides professional development opportunities to a global audience via online courses and blended programs.

New year, new skills from MIT was originally published in MIT Open Learning on Medium, where people are continuing the conversation by highlighting and responding to this story.