Matthew Jaskol is the founder of Pioneer Academics, which provides outstanding high school students worldwide with rigorous, transformative learning experiences through its Research Institute and Global Problem-Solving Institute. A Yale School of Management MBA with a global background in research and advisory services, he is committed to empowering young scholars to think critically, tackle complex challenges, and create meaningful impact.
What inspired you to launch the Global Problem-Solving Institute, and how does it address gaps in traditional education models?
From my perspective, our uncertain future demands an entirely new class of talent. It demands a cohort that can adapt, collaborate, and think beyond the boundaries of traditional disciplines. AI and automation are transforming industries today; complex problems are global and local. Yet I find traditional high schools still emphasize memorization and structured assignments over the teamwork, leadership, and problem-solving skills that will define success in the coming decades.
We created the Global Problem-Solving Institute to fill that gap, giving students—that is, our future leaders—an opportunity to engage with pressing, unsolved global challenges that don’t have simple answers. These are interdisciplinary, abstract problems—ones that require students to think across fields, work collaboratively, and develop innovative solutions. By teaching high school students these approaches and mindsets, we break them out of siloed thinking early, better equipping them to tackle the real challenges we face.
We can’t afford to wait for education to evolve—we need to anticipate where it needs to go. We design our programs to bridge the gap between traditional schooling and the demands of the modern world, ensuring that students don’t just learn facts, but develop the intellectual agility to apply knowledge in meaningful ways. The Global Problem-Solving Institute is an extension of that vision—preparing young scholars to lead, adapt, and solve the challenges that will shape the future.
Pioneer Academics has long been known for its rigorous research mentorship. How does this new initiative build on that legacy while expanding opportunities for students?
Pioneer’s reputation is built on two signature pillars: high standards and rigorous oversight. These principles ensure that students at Global Problem-Solving Institute engage in deep and meaningful academic inquiry, supported by comprehensive oversight from our team and third party review by the University of North Carolina at Chapel Hill. This ensures that every one of our students meets our highest academic standards while getting the mentorship they need to thrive.
While the Pioneer Research Institute emphasizes independent research, Global Problem-Solving Institute is more structured, focusing on interdisciplinary problem-solving and applied learning. To demonstrate deep learning and critical reflection, students maintain reflection journals to process and articulate their intellectual growth.
We uphold rigorous academic expectations at Global Problem-Solving Institute that reflect the heritage and traditions of Pioneer Academics. Success isn’t just about participating—it’s about achieving transformative learning outcomes. Students are held to a high bar, where excellence is earned through deep engagement and meaningful problem solving. Through this approach, students develop the skills, knowledge and intellectual discipline to make a lasting impact.
In an era where AI and automation are transforming industries, what problem-solving skills are most critical for students to develop today?
As AI and automation reshape industries, the skills that will set students apart won’t be about applying step-by-step formulas or executing predefined tasks—those are exactly the kinds of processes AI can handle. Instead, the most valuable skills will center on how students think, adapt, and collaborate.
Creative problem-solving, design thinking, and systems thinking will be essential. The world’s most pressing challenges are deeply complex, with no simple, right answers hidden in the data on which AI is trained. Students must learn to understand problems systemically—recognizing how multiple disciplines intersect, how different communities contribute to and are affected by an issue, and how solutions must be shaped by those closest to the problem. Engaging directly with stakeholders allows students to articulate problems with greater precision and develop novel solutions grounded in real-world contexts. AI can enhance this process, but it cannot replace the deep human insight required to frame a problem meaningfully or iterate solutions through ongoing inquiry and collaboration.
Another key skill is interdisciplinary thinking—connecting ideas across traditionally separate fields. Our current education system gives short shrift to the importance of being conversant in multiple areas. No complex, wicked problem will be solved without transdisciplinary approaches. The solutions to real-world challenges don’t exist in silos, and neither should the way students approach them. That’s a major focus of the Global Problem-Solving Institute: helping students develop novel solutions by synthesizing knowledge across disciplines.
Finally, teamwork will be more important than ever before. The ability to collaborate across different, diverse perspectives and leverage the expertise of different team members is something traditional high schools don’t adequately prepare students for. The Global Problem-Solving Institute creates an environment where students work through complex challenges together, learning how to lead, contribute and refine ideas as a team.
Collaboration is a key component of the Institute’s approach. How do you ensure students from diverse backgrounds can effectively work together on real-world challenges?
One of the most distinctive aspects of the Global Problem-Solving Institute’s approach is how students gain a deep appreciation for the varied ways a single global problem manifests in different locations—while also developing practical, localized solutions. A team in Nairobi might tackle climate change by exploring alternative farming methods, while a team in Fort Lauderdale might focus on reducing CO2 emissions from citrus waste. Design thinking requires students to work with real stakeholders on specific local problems, but the real appreciation of the global nature of a problem comes from students connecting in real time with peers in other parts of the world who are addressing the same issue from a completely different angle. This cross-pollination of ideas sparks innovation and reinforces the reality that global problems rarely have one-size-fits-all solutions.
At the same time, we recognize that most high school students have limited experience with academic teamwork, and collaboration can feel intimidating. Working effectively in a team is challenging and often pushes students outside their comfort zones. That’s why we explicitly teach foundational teamwork strategies, helping students navigate collaboration with confidence. We’ve also adjusted our grading structure to de-risk the team deliverable aspect—shifting the focus from anxiety about grades to genuine engagement with the problem. The result? Students produce outstanding team projects, driven by excitement rather than fear of how their peers’ contributions might impact their scores. This experience builds flexibility in problem-solving, an appreciation for diverse perspectives, and the courage to put forward ideas—skills that will serve them far beyond our program.
Can you share any anecdotes or metrics of the impact about the program to date? And/or what role does Global Problem-Solving Institute play in supporting students college admissions process?
In just two years, we’ve seen remarkable outcomes from students participating in the Global Problem-Solving Institute. A student team from Abaarso School in Somalia, for example, spent a day teaching their entire high school about systems thinking techniques. A faculty mentor at the Institute and a professor at Northwestern University’s McCormick School of Engineering, shared with our Academic Director that system maps created by a student team from Robert College (a high school in Turkey) were on par with those produced by his college seniors.
One alumna from the Spence School in New York reflected on her experience in a post-program survey: “I believe that I can now solve more problems than I thought I could before. Just because I don’t have an initial thought on how to solve a problem doesn’t mean I can’t solve it. With the help of others, we can attack a problem in different ways, in specific ways in order to allow us to find a route to a solution. I think that’s pretty powerful.”
That sense of confidence and capability is part of why, among the 74 alumni who applied in the early decision round, multiple students were admitted to some of the most distinguished colleges and universities—including Stanford, Yale, UPenn, Brown, Northwestern, and Williams.
By engaging in rigorous, real-world problem-solving, students develop authentic intellectual interests and a strong belief in their ability to make a meaningful impact. The Global Problem-Solving Institute not only challenges them with undergraduate-level work but also provides a transparent evaluation of their performance—complete with college credit and third-party oversight from the University of North Carolina at Chapel Hill. This ensures that their academic achievements are recognized with real credibility, reinforcing the depth and rigor of their experience.
