From disruption to innovation: Shaping the future of global education
In an era of rapid technological change, shifting geopolitics, and post-pandemic realities, education and lifelong learning systems must innovate to meet the evolving demands of societies and potentially transformed labour markets. As societies, economies and cultures become ever more interconnected, a global education approach can help individuals connect with their country's values and traditions while building a global outlook on life. But how must global education evolve to effectively equip individuals with the skills, knowledge and attitudes to thrive in this unpredictable world?
This was the theme of the European Training Foundation’s (ETF) event held in Turin on 5 July, the second in a series of strategic foresight events focused on the pivotal role of education in building more inclusive, resilient and future-ready societies. As the EU agency helping EU neighbouring countries to reform their education and training systems, the ETF is strategically committed to looking forward and anticipating the future. By bringing together renowned experts, policymakers, and thought leaders from around the world, this meeting was an opportunity to collectively fast-forward to 2050 to consider global education in a world where “disruptions are the new normal”.
International cooperation
In September 2024, United Nations Secretary-General António Guterres will open the UN’s Summit of the Future with a clear statement:
“We cannot build the future for our grandchildren with a system built for our grandparents.”
These powerful words impart a sense of urgency in rethinking education and skills training, moving away from the knowledge ‘push’ of the industrial-age education system to a ‘pull’ system responsive to learners’ requirements for the competences needed for the future.
There was no doubt in participants’ minds that enhancing international collaboration would be pivotal for global education's ongoing relevance and effectiveness and that “working more closely together" was the only way to accelerate progress towards the UN’s Sustainable Development Goals.
Organisations working at the international level will continue to play a key role in developing robust systems for tracking changes in education, ensuring that educational initiatives are effectively monitored and evaluated. Contextualising international cooperation so that it engages with civil society, the private sector, and other stakeholders will be crucial for balancing global competences with local relevance.
Collective intelligence and co-creation, where outcomes and a vision of the future are not predetermined but emerge through collaborative efforts and shared understandings, will be central to developing inclusive education systems that address some of the most pressing challenges, such as access, quality and relevance. The ongoing evolution of student and teacher mobility programmes, such as Erasmus+ , will continue to help young people to become increasingly open to the world by “generating opportunities to work in multi-cultural and multi-sectoral teams, creating tomorrow’s global citizens”.
Digital transformation and equity
The COVID-19 pandemic accelerated the adoption of digital tools in education, making the impact of digital transformation and generative artificial intelligence (AI) a significant theme of the meeting. Participants agreed that by 2050, "societies and global education will be fundamentally shaped by technological advancements," presenting both opportunities and challenges.
Positively, digitalisation and technological changes enable countries, especially those with lagging education systems, to leapfrog, creating opportunities to innovate and advance their education systems without following the traditional, incremental steps taken by developed countries.
At the same time, AI presents some of the biggest challenges, as its proficiency in simulating human language “is transforming the traditional roles of teachers, methods of assessment, and educational practices,” necessitating a complete rethink of educational systems. Substantial upskilling and reskilling are needed throughout educational ecosystems to ensure all stakeholders can interact effectively with AI systems and access training opportunities.
And while AI and digital tools have the potential to democratise education, making it more accessible, flexible, and personalised, they are not a "silver bullet". Digital technologies, if not implemented thoughtfully and strategically, can contribute to the fragmentation of education systems, exacerbating existing educational inequalities and making future adjustments and implementations difficult.
Future skills and competences
The workforce of the future is expected to require an ever-increasing diversity of skills and competences that go beyond traditional academic knowledge and expertise.
Already today, as new sectors and jobs appear to support the transition to greener, circular, and more sustainable economies, there is a greater requirement for individuals to have cross-functional, metacognitive skills and behavioural competences, including teamwork, project management, critical thinking, problem-solving, empathy, creativity, openness to experience, and decision-making. These "soft" skills are less likely to be replicated by AI and teaching them early in schools is crucial, as these capabilities become more complex to change with age.
As AI takes over more epistemic tasks and digital tools provide learners with immediate knowledge and expertise, it is necessary to develop systems that respect and integrate different cultural values, encourage listening and openness, and motivate curiosity to access and transform knowledge to build a global perspective. Developing these skills and competences that differentiate humans from machines and enhance human agency and adaptability in an AI-driven world is an urgent priority.
While predicting the future is anything but an exact science, entrepreneurship and innovation are also vital for personal and professional success. They underpin a vision of the future where “education, and vocational education and training must strive to produce more job creators than seekers.”
Flexible lifelong learning and skills recognition
Human development
Another aspect of global education addressed by participants was the shift towards a “learning society”, where human development is valued over human capital development. By framing education in a humanistic way, emphasis is placed on the growth and development of individuals as active participants in society, rather than merely focusing on economic outcomes. The family and the school, “the two most important institutions in the lives of children and young people”, have been altered at unprecedented speed, and education systems must adapt to better serve children and young people, especially in regions facing conflict and high youth unemployment.
Encouraging participation in flexible and accessible adult learning programmes and modular training opportunities such as micro-credentials will also be key to facilitating lifelong learning. With this comes the need to evolve methods of signaling knowledge and skills that go beyond traditional qualifications. Recognising informal and non-formal learning more broadly will enhance inclusive and accessible skills development, and by creating adaptive trust systems, we can ensure that skills and knowledge are validated and communicated in more diverse and meaningful ways.
Focused prioritisation and targeted investment in quality reskilling, upskilling and lifelong learning programmes are needed to underpin not only economic growth but also social inclusion in the future. The consensus was clear: by prioritising human development and advocating for a broader, more holistic approach, education systems can nurture individuals' abilities to contribute meaningfully to society, reflecting a more comprehensive understanding of the purpose of education.
Public-private partnerships
Robust public-private partnerships are central to aligning education with industry needs, fostering innovation, and supporting workforce development. Participants expect that ever-greater collaboration between educational institutions and businesses in the future will help develop curricula and training programmes that equip students and workers with the skills demanded by the labour market. Additionally, as employers offer work-based learning and apprenticeships, learners can gain practical, hands-on experience.
By working together, policymakers, industry leaders and civil society organisations can shape adaptable and forward-thinking educational policies that address current labour market needs and forecast evolving skills demands. Importantly, these partnerships can target inclusive education, ensuring marginalised and underrepresented groups have access to quality training opportunities, promoting social equity and reducing disparities.
Navigating the future
The future of global education is at a critical juncture. As the world continues to change at an unprecedented pace, education systems must adapt to prepare individuals for the challenges and opportunities ahead. This requires a multifaceted approach that includes integrating digital tools thoughtfully, fostering lifelong learning, supporting public-private partnerships, and ensuring that education is both globally competent and locally relevant.
While, at times, it can seem difficult to be optimistic about the future, “radical cooperation” will help to open up new opportunities for global learning and knowledge systems to achieve resilient and inclusive future societies.
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