Education in a VUCA-driven World: Salient Features of an Entrepreneurial Pedagogy

Abstract

Rendering learners future-ready has always been one of the primary purposes of education. It makes a critical appreciation of the emerging societal scenarios a necessary prerequisite for defining essential features of the conduct of education at any age. VUCA is an acronym that describes some salient features of modern day, characterized by Volatility, Uncertainty, Complexity and Ambiguity. VUCA exerts its influence on every field of human activity, including education. VUCA may also be interpreted in terms of quantity and quality of information, which make turbulent transitions in a globalized and digitalized world. The current article explores different responses toward VUCA and identifies the best-fit response for a VUCA-driven world of information. It also investigates different aspects of intellectual formation of the new generation of learners, that shall equip them to conduct their lives and careers in a VUCA-driven world. The article concludes by sketching a blueprint for a pedagogy of the digital natives founded on their very intrinsic motivations for learning. An entrepreneurial pedagogy may help new generation learners develop an entrepreneurial mindset in them, making them future-ready.

Exploring the future-ready graduate attributes across the undergraduate curricula from the eight publicly funded Hong Kong universities in the era of academic entrepreneurism

“…As all these publicly funded universities in Hong Kong are entitled to the important goal of shaping future societies and world, students need to first learn how to learn and possess a deep positive attitude towards learning, so as to enable them to undergo the relevant transformations (Nimmi et al, 2021). Meanwhile, uncertain futures ahead also require students’ ability of life-long learning, given that every newly emerged scenario will prompt them to accordingly review their existing paradigms, revisit their prejudices, renew their positions, and revise their strategies (Panthalookaran, 2022). With life-long learning, students can remain adaptable and flexible through engaging in the processes of un-learning, learning, and re-learning in which whatever is already learnt may be made redundant, trivial, or even obsolete by new learning.…”

Effectiveness of Science-Technology-Society (STS) approach on students’ learning outcomes in science education: Evidence from a meta-analysis

“…Hence, education has always aimed to prepare students for the future, especially in the volatile, uncertain, complex, and ambiguous (VUCA) world of today. Making it necessary to define fundamental components of educational practice at any age requires a critical understanding of emerging societal problems (Johansen & Euchner, 2013;Panthalookaran, 2022).…”

Investigating the Interplay of RAAT Leadership Qualities in Shaping School Leadership Competence in the Bani Landscape

“…In fact, there are only few studies on this topic as applied in the educational setting (i.e. Ratanapitakdhada & Trirat, 2023;Mullooly, 2022;Zachosova, 2023;Baskoro, 2023) while others explored business organizations Evseeva et al, 2022;Bushuev et al, 2023;Hrynchak & Olena, 2023) and VUCA in educational leadership (Panthalookaran, 2022). Addressing this gap, the research investigates crucial dynamics through a General Linear Model (GLM) analysis, focusing on factors identified by Jiskra (2023), including RAAT Leadership Qualities.…”