By Dennis Sale
In previous columns I have detailed how developments in the fields of artificial intelligence and cognitive neuroscience are fundamentally changing the educational landscape, especially learning and teaching. AI is making global subject content knowledge available to all, anywhere and anytime, and not just in static text forms, but through engaged multimedia personalised learning. Furthermore, cognitive neuroscience is yielding evidence-based understandings of how the mind and brain works in human learning.
In the most basic terms, mastering the learning process and being able to effectively use the increasing range and variety of AI agents will become the future of learning. The AI revolution is massively impacting many occupations, and education is no exception. There was a view that AI would mainly reduce algorithmic jobs (eg those that can be totally modelled and turned into computerised “neural networks”, often referred to as machine learning). However, Martin Ford, a futurist in the field of AI (2015), is of the opinion that “…the ongoing race between technology and education may well be approaching the endgame: the machines are coming for the higher-skill jobs as well”.
He goes on to argue that: “We educators can’t go on adding things to the school curriculum as knowledge grows exponentially. We can’t make our textbooks much fatter than they already are and cover more and more topics in the same amount of time… Our strategies for coping with the exponential growth of knowledge are hitting a wall.”
Furthermore, (and this hits hard) he says: “The school curriculum is filled with stuff that most people will never use and hence will forget as soon as they leave school or move on to the next grade. Our current model of universal schooling is an Industrial Age institution, and it is not at all clear how well it can adapt to the Information Age, where thinking and creativity are prized.”
Similarly, Tony Wagner, an influential figure in the field of education, in his 2015 book The Global Achievement Gap, highlighted the need for educational reform, emphasising that traditional school curricula often lack relevance to the real-world challenges and opportunities students will face. He argues that the rigid, standardised approach to education fails to engage students, offers little choice or autonomy to generate interest, or prepare them adequately for the complex, dynamic environments of the 21st century.
Seeking 21st-century competencies
The problem of what to teach now and why has led to the growth of frameworks attempting to define more relevant 21st-century competencies that facilitate learning capability that is adaptive to changing realities, both at work and in life. These competencies are designed to prepare students for the challenges of work, life and citizenship in the modern world. The most agreed competencies include:
Metacognitive capability: This is perhaps the most important superordinate competence, as it is our unique human capability to plan, monitor and evaluate our thinking, feelings and behaviour – it is fundamentally essential to effective self-regulation. This competence encompasses the following two main areas:
Critical thinking and problem solving: These skills involve analysing information, evaluating evidence and solving complex problems. They require students to engage in critical thinking (eg analysis, comparison and contrast, inference and interpretation, and evaluation). These help individuals to make evidence-based decisions and approach problems in a more objective frame.
Creativity and innovation: This competency complements critical thinking, focusing on the ability to generate original useful ideas, and then create, develop, implement and operate practical solutions to challenging problems.
Communication and collaboration
Effective communication involves the clear articulation of thoughts and ideas through speaking, writing and other formats. It also includes the ability to listen actively and engage in constructive dialogue. Collaboration is about working effectively with others, respecting diverse perspectives and leveraging the strengths of team members to achieve common goals. In the interconnected world, these skills are crucial for building relationships, negotiating and working across cultures.
Information, media and technology literacy
This competency involves the ability to access and use various information technologies and media formats with the application of critical and creative thinking skills. It requires a critical understanding of the basis and validity of information sources to ascertain the credibility of sources. As the amount of available information continues to grow exponentially, these skills are vital for navigating the digital landscape, making informed decisions and contributing to knowledge creation.
These competencies are often complemented by other skills such as global awareness and citizenship, flexibility and adaptability, initiative and resilience, and emotional and social intelligence. Together, they aim to equip individuals with the tools they need to thrive in the rapidly changing 21st century.
Implications for reframing the curriculum
Firstly, this does not necessarily entail extensive cutting of traditional school subjects. Subjects such as science, technology, engineering, maths (STEM) and reading are most important. However, they need to be appropriately infused with the 21st-century competencies. Other subjects may need significant pruning and revision, and I will address this in subsequent columns.
Furthermore, as content knowledge is now readily available through AI agents, teaching should focus on the key concepts that are fundamental to building deep understanding of topic areas in long-term memory. This is best achieved when students have more choice and agency, see relevance and meaning (eg intrinsic motivation), in relation to what they are learning, and are actively engaged in the learning process. Seeing little relevance in what is being learned is the perfect recipe for boredom and disengagement, and we know where this goes – whether in the classroom of in life generally.
Institutional education is facing a massive challenge. Failure to address what are obvious realities will not fare well for all stakeholders – more bored disengaged students, frustrated and overworked teachers, and lack of employability in this volatile, uncertain, complex, and ambiguous world.
In subsequent columns, I work through key curriculum subject areas and demonstrate how this can be effectively and efficiently applied in practice. It’s an exciting and necessary challenge.
Dennis Sale worked in the Singapore education system for 25 years as advisor, researcher, and examiner. He coached over 15,000 teaching professionals and provided 100+ consultancies in the Asian region. Dennis is author of the books Creative Teachers: Self-directed Learners (Springer 2020) and Creative Teaching: An Evidence-Based Approach (Springer, 2015). To contact Dennis, visit dennissale.com.
