Abstract
This paper provides insights into the possible, plausible and desirable futures of using blockchain technologies in education. While several universities and education providers are already beginning to use blockchain technologies for complex record manipulations, accounting, and certification of credentials, a whole-systems approach provides a broader view of the issues, promises and challenges associated with using blockchain technologies in education. The study uses social inquiry and causal layered analysis (CLA) to explore impacts across social, economic, environmental, policy, and values dimensions. Findings suggest the needs for new driving metaphors and myths about the purpose and value of education and its place in society as a public good, challenging traditional narratives of the importance and value of formal education and degrees. The implications of this study include a consideration of wider social factors that become important for implementing transformative change in education, presenting challenges to traditional K-12 and higher education curriculum, outcomes, and infrastructure.
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