future of education essay

What the Future of Education Looks Like from Here

Posted December 11, 2020
By Emily Boudreau

After a year that involved a global pandemic, school closures, nationwide remote instruction, protests for racial justice, and an election, the role of education has never been more critical or more uncertain. When the dust settles from this year, what will education look like — and what should it aspire to?

To mark the end of its centennial year, HGSE convened a faculty-led discussion to explore those questions. The Future of Education panel, moderated by Dean Bridget Long and hosted by HGSE’s Askwith Forums , focused on hopes for education going forward, as well as HGSE’s role. “The story of HGSE is the story of pivotal decisions, meeting challenges, and tremendous growth,” Long said. “We have a long history of empowering our students and partners to be innovators in a constantly changing world. And that is needed now more than ever.”

Joining Long were Associate Professor Karen Brennan , Senior Lecturer Jennifer Cheatham , Assistant Professor Anthony Jack, and Professors Adriana Umaña-Taylor and Martin West , as they looked forward to what the future could hold for schools, educators, and communities:

… After the pandemic subsides

The pandemic heightened existing gaps and disparities and exposed a need to rethink how systems leaders design schools, instruction, and who they put at the center of that design. “As a leader, in the years before the pandemic hit, I realized the balance of our work as practitioners was off,” Cheatham said. “If we had been spending time knowing our children and our staff and designing schools for them, we might not be feeling the pain in the way we are. I think we’re learning something about what the real work of school is about.” In the coming years, the panelists hope that a widespread push to recognize the identity and health of the whole-child in K–12 and higher education will help educators design support systems that can reduce inequity on multiple levels.

… For the global community

As much as the pandemic isolated individuals, on the global scale, people have looked to connect with each other to find solutions and share ideas as they faced a common challenge. This year may have brought everyone together and allowed for exchange of ideas, policies, practices, and assessments across boundaries.

… For technological advancements

As educators and leaders create, design, and imagine the future, technology should be used in service of that vision rather than dictating it. As technology becomes a major part of how we communicate and share ideas, educators need to think critically about how to deploy technology strategically. “My stance on technology is that it should always be used in the service of our human purpose and interest,” said Brennan. “We’ve talked about racial equity, building relationships. Our values and purposes and goals need to lead the way, not the tech.”

… For teachers

Human connections and interactions are at the heart of education. At this time, it’s become abundantly clear that the role of the teacher in the school community is irreplaceable. “I think the next few years hinge on how much we’re willing to invest in educators and all of these additional supports in the school which essentially make learning possible,” Umaña-Taylor said, “these are the individuals who are making the future minds of the nation possible.”

Cutting-edge research and new knowledge must become part of the public discussion in order to meaningfully shape the policies and practices that influence the future of education. “I fundamentally believe that we as academics and scholars must be part of the conversation and not limit ourselves to just articles behind paywalls or policy paragraphs at the end of a paper,” Jack said. “We have to engage the larger public.”

… In 25 years

“We shouldn’t underestimate the possibility that the future might look a lot like the present,” West said. “As I think about the potential sources of change in education, and in American education in particular, I tend to think about longer-term trends as the key driver.” Changing student demographics, access to higher education, structural inequality, and the focus of school leaders are all longer-term trends that, according to panelists, will influence the future of education.

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Educationise

The Future of Education: 8 Predictions for the Next Decade

The world of education is changing rapidly, and it can be difficult to keep up with all the latest trends and developments. In this article, we will explore eight key predictions for the future of education. We will examine the rise of online learning, personalized learning, and other trends that are likely to shape the education landscape in the years to come.

AI and the Future of Education – Teaching in the Age of Artificial Intelligence

Prediction 1: Online Learning Will Continue to Grow

Online learning has been around for years, but it really took off during the COVID-19 pandemic. Many schools and universities were forced to transition to online learning, and this trend is likely to continue in the future. In fact, a recent report by Research and Markets predicts that the global online education market will grow by over 10% annually between 2021 and 2026.

There are many benefits to online learning, including increased accessibility and flexibility. Students can learn at their own pace, and from anywhere in the world. Online learning is also often more affordable than traditional in-person learning, making education more accessible to a wider range of students.

Prediction 2: Personalized Learning Will be the Norm

Using AI Chatbots to Enhance Planning and Instruction

Personalized learning is a method that involves tailoring learning experiences to suit the needs and preferences of individual students. This approach is becoming increasingly popular, and it’s predicted that it will become the norm in the future of education.

In traditional classroom settings, teachers often deliver lessons to a large group of students, with little opportunity for individual attention or customization. However, with the rise of technology and data analytics, personalized learning has become much more feasible.

The benefits of personalized learning are significant. Students can learn at their own pace, and in a way that is most comfortable and effective for them. This leads to greater engagement and retention, as well as higher levels of academic achievement.

According to a report by the Gates Foundation, schools that have implemented personalized learning have seen significant improvements in student outcomes. For example, students in a personalized learning program in Chicago’s public schools showed a 50% increase in math proficiency, compared to their peers in traditional classrooms.

Prediction 3: Artificial Intelligence Will Revolutionize Education

Artificial Intelligence (AI) is already changing the face of education, and this trend is set to continue. AI can be used to automate administrative tasks, such as grading, which frees up teachers’ time to focus on more meaningful work. It can also be used to create personalized learning experiences, by analyzing data on student performance and providing targeted feedback and recommendations.

AI is also being used to develop intelligent tutoring systems, which provide students with personalized support and guidance. These systems can help identify knowledge gaps, provide additional resources, and even adjust the pace and difficulty of learning to suit individual students’ needs.

Another area where AI is set to revolutionize education is in the development of adaptive assessments. These assessments use machine learning algorithms to adapt to each student’s level of understanding, providing a more accurate and comprehensive evaluation of their knowledge.

Are you looking for some of the top AI courses and learning platforms? Read our article Best AI Courses and Learning Platforms for more details.

Prediction 4: Virtual and Augmented Reality Will Transform Education

Virtual and augmented reality (VR/AR) technology has already been used in many industries, including entertainment, sports, and healthcare. However, it is now making its way into the world of education. VR/AR technology allows students to interact with digital objects and environments in a way that was previously impossible. It can create a completely immersive learning experience that engages multiple senses, making it easier for students to remember what they’ve learned.

According to a report by Technavio, the global market for VR in education is expected to grow at a compound annual growth rate of over 58% from 2019 to 2023. This growth is due to the increasing demand for immersive learning experiences and the declining cost of VR/AR hardware. As more schools and universities adopt VR/AR technology, it is likely to become an integral part of the education system.

One of the most exciting applications of VR/AR technology in education is the ability to take students on virtual field trips. This allows students to visit places that would be difficult or impossible to access in real life, such as the surface of Mars or the depths of the ocean. It can also help to bridge cultural and geographical gaps, allowing students to experience different cultures and ways of life.

Another benefit of VR/AR technology is the ability to provide hands-on learning experiences without the need for expensive equipment or resources. For example, medical students can practice surgical procedures in a virtual environment, without the need for cadavers or expensive equipment. This can also be applied to other fields such as engineering, where students can build and test virtual prototypes.

However, the adoption of VR/AR technology in education is not without its challenges. One of the biggest barriers to adoption is the cost of hardware and software. While the cost of VR/AR technology has been declining, it still remains out of reach for many schools and universities. Another challenge is the lack of content available for VR/AR learning experiences. As more educational content is developed, it is likely that the adoption of VR/AR technology in education will accelerate.

Looking for the best virtual reality headsets for education? Read our article 5 Best Virtual Reality Headsets and Their Transformative Use in Classrooms for more details.

Prediction 5: Learning Will Be Lifelong

In the past, education was typically something that was completed in the first two decades of life, with a few exceptions for continuing education programs. However, in the future, learning will be a lifelong pursuit.

This is partly due to the rapid pace of technological change, which means that workers will need to constantly update their skills to remain relevant in the job market. Additionally, as people live longer and retire later, they will have more time and opportunity to continue learning throughout their lives.

According to a report by the Pew Research Center, the majority of Americans believe that lifelong learning will become more important in the future. This means that schools and educational institutions will need to adapt their programs to cater to learners of all ages and backgrounds.

In order to achieve lifelong learning, you can make it an ultimate goal and gradually break it down into smaller goals with several milestones. As you accomplish each milestone, you can reward yourself with customized Me dals thus better motivating yourself to keep learning.

Prediction 6: The Role of Teachers Will Change

As technology becomes more prevalent in the classroom, the role of teachers will inevitably change. While teachers will always be essential to the learning process, their roles will shift from being the primary source of information to being facilitators of learning.

With online resources and personalized learning becoming more common, students will be able to access information and learn at their own pace. Teachers will be there to guide students, answer questions, and provide feedback.

Additionally, as classrooms become more diverse, teachers will need to become more culturally responsive. They will need to understand the unique needs and backgrounds of their students and create inclusive learning environments.

A survey by the Education Week Research Center found that 80% of teachers believe that technology is changing the role of teachers in the classroom. However, 49% also reported feeling unprepared to integrate technology into their teaching.

Prediction 7: Competency-Based Education Will Gain Traction

Competency-based education is an approach to learning that focuses on mastering specific skills and knowledge rather than completing a certain amount of time in a class. This approach allows students to move at their own pace and focus on areas where they need more support.

In a competency-based education system, students are assessed on their ability to demonstrate mastery of a particular skill or concept. Once they have demonstrated mastery, they can move on to the next skill or concept.

This approach to education is gaining traction, particularly in higher education. According to the Competency-Based Education Network, there are currently more than 600 colleges and universities in the United States offering competency-based programs.

The benefits of competency-based education are numerous. It allows students to learn at their own pace, focus on areas where they need more support, and demonstrate mastery of specific skills and knowledge. However, there are also challenges to implementing a competency-based education system, including the need for new assessment methods and teacher training.

Prediction 8: Education Will Become More Global

Thanks to advancements in technology and transportation, the world is becoming increasingly connected. This means that in the future, education will become more global in nature.

Already, there are many opportunities for students to study abroad, participate in international exchange programs, and engage in online learning with students from around the world. However, in the future, these opportunities will become even more widespread and accessible. Global education will be important for preparing students to work in a globalized economy, as well as for promoting cross-cultural understanding and cooperation.

In conclusion, the future of education is exciting and full of potential. With the advancements in technology and changing needs of the workforce, it is important that the education system adapts to prepare students for the future. The predictions discussed in this article are just a glimpse of what’s to come, and it is up to educators and policymakers to ensure that our education system evolves to meet the needs of future generations.

Future of High School

Artificial intelligence.

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Learning Loss, AI and the Future of Education: Our 24 Most-Read Essays of 2023

From rethinking the american high school to the fiscal cliff, tutoring and special ed, what our most incisive opinion contributors had to say.

Some of America’s biggest names in education tackled some of the thorniest issues facing the country’s schools on the op-ed pages of The 74 this year, expressing their concerns about continuing COVID-driven deficits among students and the future of education overall. There were some grim predictions, but also reasons for hope. Here are some of the most read, most incisive and most controversial essays we published in 2023.

David Steiner

America’s education system is a mess, and students are paying the price.

COVID-19, the legacy of race-based redlining, the lack of support for health care, child care and parental leave, and other social and economic policies have taken a terrible toll on student learning. But the fundamental cause of poor outcomes, writes contributor David Steiner of the Johns Hopkins Institute for Education Policy , is that policy leaders have eroded the instructional core and designed our education system for failure. As we have sown, so shall we reap. The challenges and rewards of learning are being washed away, and students are desperately the worse for the mess we have made. Read More

Margaret Raymond

The terrible truth — current solutions to covid learning loss are doomed to fail.

Despite well-intended and rapid responses to COVID learning loss, solutions such as tutoring or summer school are doomed to fail, says contributor Margaret (Macke) Raymond of the Center for Research on Education Outcomes at Stanford University. How do we know? CREDO researchers looked at learning patterns for students at three levels of achievement in 16 states and found that even with five extra years of education, only about 75% will be at grade level by high school graduation. No school can offer that much. It is time to decide whether to make necessary changes or continue to support a system that will almost certainly fail. Read More

Mark Schneider

The future is stem — but without enough students, the u.s. will be left behind.

This is a photo of the U.S. Capitol building.

America no longer produces the most science and engineering research publications, patents or natural-science Ph.D.s, and these trends are unlikely to change anytime soon. The problem isn’t a lack of universities to train future scientists or an economy incapable of encouraging innovation. Rather, says contributor Mark Schneider of the Institute of Education Sciences, it originates much earlier in the supply chain, in elementary school. Congress has a chance to help turn this around, by passing the New Essential Education Discoveries (NEED) Act. Read More

John Bailey

The Promise of Personalized Learning Never Delivered. Today’s AI Is Different

Educators often encounter lofty promises of technology revolutionizing learning, only to find reality fails to meet expectations. But based on his experiences with the new generation of artificial intelligence tools, contributor John Bailey believes society may be in the early stages of a transformative moment. This may very well usher in an era of individualized learning, empowering all students to realize their full potential and fostering a more equitable and effective educational experience. Read his four reasons why this generation of AI tools is likely to succeed where other technologies have failed. Read More

Chad Aldeman

Interactive — With More Teachers & Fewer Students, Districts Are Set up for Financial Trouble

To understand the teacher labor market, you have to hold two competing narratives in your head. On one hand, teacher turnover hit new highs, morale is low and schools are facing shortages. At the same time, public schools employ more teachers than before COVID, while serving 1.9 million fewer students. Student-teacher ratios are near all-time lows. Contributor Chad Aldeman and Eamonn Fitzmaurice, The 74’s art and technology director, plotted these changes on an exclusive, interactive map — and explain how they’re putting districts in financial peril. View the Map

Fascinating, right? But these are only the tip of the iceberg. Here’s a roundup of some of the hottest topics our op-ed contributors tackled, and what they had to say:

Credit Hours Are a Relic of the Past. How States Must Disrupt High School — Now

Russlynn Ali & Timothy Knowles

A tryptic of three XQ students, Ella Correia, Najid Smith and Lydia Nichols

Back to School — 6 Tips from Students on How to Make High School Relevant

Beth Fertig

I Changed My Shoes, and It Revolutionized How I Was Able to Rethink High School

William Blake

Fiscal Cliff & School Funding

The 50 Very Different States of American Public Education

It’s Time to Start Preparing Now for School Closures that Are Coming

Timothy Daly

Educators, Beware: As Budget Cuts Loom, Now Is NOT the Time to Quit Your Job

Katherine Silberstein & Marguerite Roza

Schools Could Lose 136,000 Teaching Jobs When Federal COVID Funds Run Out

Artificial Intelligence Will Not Transform K-12 Education Without Changes to ‘the Grammar of School’

An illustration of a robot typing on keyboard

Schools Must Embrace the Looming Disruption of ChatGPT

Sarah Dillard

Personalized Education Is Not a Panacea. Neither Is Artificial Intelligence

Natalia Kucirkova

Done Right, Tutoring Can Greatly Boost Student Learning. How Do We Get There?

Kevin Huffman

As Virginia Rolls Out Ambitious Statewide High-Dosage Tutoring Effort This Week, 3 Keys to Success

Maureen Kelleher

Why This Tutoring ‘Moment’ Could Die If We Don’t Tighten Up the Models

Mike Goldstein

Learning Loss

New NAEP Scores Reveal the Failure of Pandemic Academic Recovery Efforts

Vladimir Kogan

Quarantines, Not School Closures, Led to Devastating Losses in Math and Reading

6 Teachers Tell Their Secrets for Getting Middle Schoolers up to Speed in Math

Alexandra Frost

Special Ed and Gifted & Talented

Bracing for a Tidal Wave of Unnecessary Special Education Referrals

Lauren Morando Rhim, Candace Cortiella, Lindsay Kubatzky & Laurie VanderPloeg

Why Are Schools Comfortable Accepting Failure for Students with Disabilities?

David Flink & Lauren Morando Rhim

NYC’s New Gifted & Talented Admissions Brings Chaos — and Disregards Research

Alina Adams

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Bev Weintraub is an Executive Editor at The 74

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Transforming education systems: Why, what, and how

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Rebecca winthrop and rebecca winthrop director - center for universal education , senior fellow - global economy and development @rebeccawinthrop the hon. minister david sengeh the hon. minister david sengeh minister of education and chief innovation officer - government of sierra leone, chief innovation officer - directorate of science, technology and innovation in sierra leone @dsengeh.

June 23, 2022

Today, the topic of education system transformation is front of mind for many leaders. Ministers of education around the world are seeking to build back better as they emerge from COVID-19-school closures to a new normal of living with a pandemic. The U.N. secretary general is convening the Transforming Education Summit (TES) at this year’s general assembly meeting (United Nations, n.d.). Students around the world continue to demand transformation on climate and not finding voice to do this through their schools are regularly leaving class to test out their civic action skills.

It is with this moment in mind that we have developed this shared vision of education system transformation. Collectively we offer insights on transformation from the perspective of a global think tank and a national government: the Center for Universal Education (CUE) at Brookings brings years of global research on education change and transformation, and the Ministry of Education of Sierra Leone brings on-the-ground lessons from designing and implementing system-wide educational rebuilding.

This brief is for any education leader or stakeholder who is interested in charting a transformation journey in their country or education jurisdiction such as a state or district. It is also for civil society organizations, funders, researchers, and anyone interested in the topic of national development through education. In it, we answer the following three questions and argue for a participatory approach to transformation:

Why is education system transformation urgent now? We argue that the world is at an inflection point. Climate change, the changing nature of work, increasing conflict and authoritarianism together with the urgency of COVID recovery has made the transformation agenda more critical than ever.
What is education system transformation? We argue that education system transformation must entail a fresh review of the goals of your system – are they meeting the moment that we are in, are they tackling inequality and building resilience for a changing world, are they fully context aware, are they owned broadly across society – and then fundamentally positioning all components of your education system to coherently contribute to this shared purpose.
How can education system transformation advance in your country or jurisdiction? We argue that three steps are crucial: Purpose (developing a broadly shared vision and purpose), Pedagogy (redesigning the pedagogical core), and Position (positioning and aligning all components of the system to support the pedagogical core and purpose). Deep engagement of educators, families, communities, students, ministry staff, and partners is essential across each of these “3 P” steps.

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"The future of education is here"

About the author, antónio guterres.

António Guterres is the ninth Secretary-General of the United Nations, who took office on 1st January 2017.

Education is the key to personal development and the future of societies.

It unlocks opportunities and narrows inequalities.

It is the bedrock of informed, tolerant societies, and a primary driver of sustainable development.

The COVID-19 pandemic has led to the largest disruption of education ever.

In mid-July, schools were closed in more than 160 countries, affecting over 1 billion students.

At least 40 million children worldwide have missed out on education in their critical pre-school year.

And parents, especially women, have been forced to assume heavy care burdens in the home.

Despite the delivery of lessons by radio, television and online, and the best efforts of teachers and parents, many students remain out of reach.

Learners with disabilities, those in minority or disadvantaged communities, displaced and refugee students and those in remote areas are at highest risk of being left behind.

And even for those who can access distance learning, success depends on their living conditions, including the fair distribution of domestic duties.

We are at a defining moment for the world’s children and young people.

We already faced a learning crisis before the pandemic.

More than 250 million school-age children were out of school.

And only a quarter of secondary school children in developing countries were leaving school with basic skills.

Now we face a generational catastrophe that could waste untold human potential, undermine decades of progress, and exacerbate entrenched inequalities.

The knock-on effects on child nutrition, child marriage and gender equality, among others, are deeply concerning.

This is the backdrop to the Policy Brief I am launching today, together with a new campaign with education partners and United Nations agencies called ‘Save our Future’.

The decisions that governments and partners take now will have lasting impact on hundreds of millions of young people, and on the development prospects of countries for decades to come.

This Policy Brief calls for action in four key areas:

First, reopening schools.

Once local transmission of COVID-19 is under control, getting students back into schools and learning institutions as safely as possible must be a top priority.

We have issued guidance to help governments in this complex endeavour.

It will be essential to balance health risks against risks to children’s education and protection, and to factor in the impact on women’s labour force participation.

Consultation with parents, carers, teachers and young people is fundamental.

Second, prioritizing education in financing decisions.

Before the crisis hit, low and middle-income countries already faced an education funding gap of $1.5 trillion dollars a year.

This gap has now grown.

Education budgets need to be protected and increased.

And it is critical that education is at the heart of international solidarity efforts, from debt management and stimulus packages to global humanitarian appeals and official development assistance.

Third, targeting the hardest to reach.

Education initiatives must seek to reach those at greatest risk of being left behind -- people in emergencies and crises; minority groups of all kinds; displaced people and those with disabilities.

They should be sensitive to the specific challenges faced by girls, boys, women and men, and should urgently seek to bridge the digital divide.

Fourth, the future of education is here.

We have a generational opportunity to reimagine education.

We can take a leap towards forward-looking systems that deliver quality education for all as a springboard for the Sustainable Development Goals.

To achieve this, we need investment in digital literacy and infrastructure, an evolution towards learning how to learn, a rejuvenation of life-long learning and strengthened links between formal and non-formal education.

And we need to draw on flexible delivery methods, digital technologies and modernized curricula while ensuring sustained support for teachers and communities.

As the world faces unsustainable levels of inequality, we need education – the great equalizer – more than ever.

We must take bold steps now, to create inclusive, resilient, quality education systems fit for the future.

Policy Brief: Education during COVID-19 and beyond

S7-Episode 2: Bringing Health to the World

“You see, we're not doing this work to make ourselves feel better. That sort of conventional notion of what a do-gooder is. We're doing this work because we are totally convinced that it's not necessary in today's wealthy world for so many people to be experiencing discomfort, for so many people to be experiencing hardship, for so many people to have their lives and their livelihoods imperiled.”

Dr. David Nabarro has dedicated his life to global health. After a long career that’s taken him from the horrors of war torn Iraq, to the devastating aftermath of the Indian Ocean tsunami, he is still spurred to action by the tremendous inequalities in global access to medical care.

“The thing that keeps me awake most at night is the rampant inequities in our world…We see an awful lot of needless suffering.”

:: David Nabarro interviewed by Melissa Fleming

Ballet Manguinhos resumes performing after a COVID-19 hiatus with “Woman: Power and Resistance”. Photo courtesy Ana Silva/Ballet Manguinhos

Brazilian ballet pirouettes during pandemic

Ballet Manguinhos, named for its favela in Rio de Janeiro, returns to the stage after a long absence during the COVID-19 pandemic. It counts 250 children and teenagers from the favela as its performers. The ballet group provides social support in a community where poverty, hunger and teen pregnancy are constant issues.

Nazira Inoyatova is a radio host and the creative/programme director at Avtoradio FM 102.0 in Tashkent, Uzbekistan. Photo courtesy Azamat Abbasov

Radio journalist gives the facts on COVID-19 in Uzbekistan

The pandemic has put many people to the test, and journalists are no exception. Coronavirus has waged war not only against people's lives and well-being but has also spawned countless hoaxes and scientific falsehoods.

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The Future of Education

Google for Education collaborated with research partner Canvas8 to conduct a study across 24 countries on the future of education. The result is a three-part global report highlighting insights from around the world.

Global nonprofit American Institutes for Research (AIR) served as an advisor and consultant to this research.

Preparing for a new future

As educators work to equip students with the skills and mindsets they’ll need to navigate massive change, the experts we interviewed discussed how and why they’re rethinking the role of education.

Download Part 1

What's inside

Rising demand for global problem solvers

Change in the skill sets required for work

Shift to a lifelong learning mindset

Evolving how we teach and learn

Find out how recent technological advances are evolving how we think about teaching and learning from a one-to-many model to a more personal approach to learning.

Download Part 2

Making learning personal

Reimagining learning design

Elevating the teacher

Reimagining learning ecosystems

Learn how educators are taking a more systemic approach to transformation, by reimagining the education ecosystem around the learner.

Download Part 3

Upgrading learning environments

Empowering educators with data

Re-evaluating student progress

Building the report

This report contains insights from interviews with education thought leaders from around the world, including experts in policy, academic researchers covering education, district-level representatives, school principals and teachers and edtech leaders.

FROM THE EXPERTS

“There is a need to develop human beings who are internally strong and resilient. The importance of knowledge transmission will decline in order to place a greater emphasis on fundamental and higher thinking skills, including children's socio-affective spheres.”

Sylvia Schmelkes, researcher at Universidad Iberoamericana, Mexico

“The education system has to enable young people to be great career navigators, to learn transferable skills that enable them to change fields and not just change jobs. And, to be alert to the changing workforce needs in ways that were probably less apparent previously.”

Valerie Hannon, co-founder, Innovation Unit, United Kingdom

“The power of technology in education [is a major force shaping it], changing learning experiences, changing the role and nature of educators — your work in knowledge transmission is no longer that relevant. You have to instead become a great coach, a great mentor, a social worker, and career advisor.”

Andreas Schleicher, director for education and skills, and special advisor on education policy to the secretary-general at the Organisation for Economic Co-operation and Development (OECD), Global

Teaching for tomorrow

A new Google for Education YouTube series, featuring conversations with thought leaders shaping the future of education.

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Teaching for tomorrow trailer

What might education look like in the next 5-10 years? Check out the trailer for our new YouTube series, Teaching for tomorrow, which features expert insights on topics from teaching and learning, to digital literacy and more.

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Teaching for tomorrow with Tony Wagner

Join Tony Wagner (he/him), Ed.D., Senior Research Fellow at the Learning Policy Institute, to learn about the skills students will need in tomorrow’s workplace, the promise of education technology, and more.

Teaching for tomorrow with Jan Owen

Join Jan Owen (she/her), Co-chair of Learning Creates Australia, for insights on how education can empower students to help solve the global problems of today and tomorrow.

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Local reports from around the world.

Explore how education is evolving around the world in each regional report by country.

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Visions for education

Since its founding 75 years ago, UNESCO has, at key historical junctures of societal transformation, periodically commissioned global reports rethinking the role of education founded on the fundamental principles of its Constitution.

UNESCO's vision for education is enshrined in its Constitution

UNESCO believes in “full and equal opportunities for education for all, in the unrestricted pursuit of objective truth, and in the free exchange of ideas and knowledge.”

UNESCO Constitution 1945

The first in the series of UNESCO visioning exercises took place in the early 1970's against a backdrop of huge economic, political and social change. Politically, the period was dominated by Cold War dynamics dividing the world into three predominant blocks (the North Atlantic Treaty Organization, the Warsaw Pact and the Non-Aligned Movement). Many countries were also in the process of gaining independence from colonial powers, whilst other countries experienced totalitarian governments. There was economic upheaval as the boom period following the Second World War gave way to new economic models, as well as crises due to volatile oil supplies. Social movements, including feminism, civil rights and an emerging environmentalism, continued to permeate societies. Technologies such as ubiquitous access to radio and the first commercially-produced microprocessor altered began to shift the possibilities for human communication.

The International Commission on the Development of Education was established in 1971 was chaired by Edgar Faure, a former Prime Minister of France to reflect on educational strategies at the international level. Learning to Be: the world of education today and tomorrow (often referred to as the “Faure Report”) published in 1972, warned of the "painful prospect of grievous inequalities" leading to a "fundamental risk of de-humanization". The report emphasized the need for the continued expansion of education, for education throughout life and for building a learning society.

"If learning involves all of one's life, the the sense of both time-span and diversity, and all of society, including its social economic as well as its educational resources, then we must go further the the necessary overhaul of educations systems until we reach the stage of a learning society."

The period following the end of the Cold War saw a realignment of political and economic models. Whilst many parts of the world experienced a period of relative prosperity. In parallel, an anti-globalization movement began to emerge uncovering a mood of discontent with the direction of globalization, due to tensions between tradition and modernity, the local and the global. Greater attention was being paid to multiculturalism, particularly in growing urban centres. There were advances in communication technologies, notably the World Wide Web and the expansion of satellite television, with repercussions on access to information and culture. The environmental movement gained greater visibility at the international level, particularly during the 1992 Earth Summit, held in Rio de Janeiro.

The International Commission on Education for the Twenty-First Century, set up in 1993, was led by Jacques Delors, French Member of the European Parliament. Learning: the treasure within (“the Delors report”), published in 1996, outlined a "necessary utopia" through education to counter the "dizzying feeling" of being torn between globalization and the search for a sense of belonging. It proposed an integrated vision of education around the four pillars: learning to be, learning to know, learning to do, and learning to live together in a lifelong perspective.

"There is every reason to place renewed emphasis on the moral and cultural dimensions of education, enabling each person to grasp the individuality of other people and to understand the world's erratic progression towards a certain unity."

The United Nations Commission on Sustainable Development, established by the UN General Assembly in 1992 to ensure effective follow-up of United Nations Conference on Environment and Development (also known as the Earth Summit) launched in 1996 the International Work Programme on Education, Public Awareness and Training for sustainability. UNESCO, in in effort to shape work on the emerging concept of education for sustainable development, commissioned French philosopher, Edgar Morin, to express his ideas on the essentials of education for the future. His essay is organised around "seven complex lessons": 1.) detecting error and illusion 2.) principles of pertinent knowledge 3.) teaching the human condition 4.) Earth identity 5.) confronting uncertainties 6.) understanding each other 7.) ethics for the human genre.

"Education should not only contribute to an awareness of our Earth-Homeland, it should help this awareness find expression in the will to realize our earth citizenship."

UNESCO established a Senior Experts' Group to reappraise the 'Delors Report' and identify future orientations of global education. It was set up as the Millennium Development Goals were winding down and the post-2015 development agenda was under discussion. UNESCO was well-positioned to provide thought leadership, as well as being the lead technical agency for the global Education for All movement, establibished in 1990. The group was co-chaired by Ms Amina J. Mohammed, Special Advisor to the United Nations Secretary-General on Post-2015 Development Planning and Assistant Secretary-General, and Professor W. John Morgan, UNESCO Chair at the University of Nottingham, in the United Kingdom. The publication proposes considering education and knowledge as global common goods to reconcile the purpose and organization as a collective societal endeavour in a changing world, whilst reaffirming the right to education as a foundational principle.

Rethinking Education : towards a global common good

In the 2020's, there is a consensus that humans have overwhelmed the natural world, threatening the existence of life on the planet. There are gaping inequalities that are deepening. Whilst more and more people are engaged in public life, but the fabric of civil society and democracy is fraying in many places around the world. Rapid technological changes are transforming many aspects of our lives. Yet, these innovations are not adequately directed at equity, inclusion and democratic participation. These complex, interlinked issues have led the United Nations Secretary-General, Antonio Guterres to remark that " the choices we make, or fail to make, today could result in breakdown or a breakthrough to a greener, better, safer future. The choice is ours to make. "

Reimagining Our Futures Together: a new social contract for education was published in 2021 by the International Commission on Futures of Education. The message at its heart is that " we need to take urgent action to change course, because the future of people depends on the future of the planet, and both are at risk. The report proposes a new social contract for education – one that aims to rebuild our relationships with each other, with the planet, and with technology. " As a living document proposing a framework, principles, and recommendations to be further explored, shared, and enriched by people around the world, it is a a milestone on a road stretching into the future.

Read the reports

Unesco courier, related items.

Future of education

The future of education: An essay collection

Education policy has for too long been moulded by 20th century ideals and restricted by short-term thinking. With every new government, fresh policies and initiatives are enacted in quick succession without always having an eye to the bigger picture. The ideas in this collection have sought to show how much the bigger picture matters, and provide ideas on what policymakers can do to meet the challenges of tomorrow, today.

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Home / Essay Samples / Education / E-Learning / Education for the Future: Innovations and Challenges

Education for the Future: Innovations and Challenges

Category: Education , Information Science and Technology
Topic: E-Learning , Education System , Technology in Education

Pages: 3 (1165 words)

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