Projecting the Nature of Education for the Future: Implications for Current Practice

Abstract

Ensuring that education serves the needs of a rapidly and ever-changing society is one of the defining challenges of education providers. This paper projects future trends in education on the basis of documented evidence which predicts the shifts in education (teacher education in particular) in terms of how it should prepare its products. The study views education for the future as not discarding subject content, but utilising content as a means rather than an end. The shift transforms both instruction and assessment to developing students not just to imbibe content knowledge, but also habits which make them adaptable to the changing world, as well as empowering them to become change-agents. Accordingly, the teaching environment needs to respond to the dynamics of technological developments, and to changing student profiles. What changes is the authoritative position of the teacher as the repository and dispenser of knowledge, and the learner’s passive role as the consumer of knowledge. Knowledge acquisition is now a co-creation within the teaching-learning context. This paper recommends further delineation of the current trends that define 21st century education, and what they determine for the future.

Creating a Culture of Social Cohesion: Case Studies of Community Participation Projects at Japanese and Hong Kong Elementary Schools

“…The service practices at School B are not just a religious mission but an effort to improve students' ability to coexist with different people and contribute to society in cross-curricular approach. Thus, the practices of these two schools can be described as servicelearning for young students to promote social change, as suggested by Karaki (2010) on how education instruction and assessment can change from a focus on students assimilating content knowledge to develop their habits that make them adaptable to the changing world and empower them to become change agents (Sibanda & Marongwe (2022).…”

Reconceptualising initial teacher education in South Africa: A quest for transformative and sustainable alternatives

“…Every student has the right to quality and authentic education to contribute meaningfully to their country's economy as responsible and knowledgeable citizens (Sibanda & Marongwe, 2022). As mentioned earlier, graduate unemployment and sustainability have become global concerns.…”

“…Giddings et al (2002) argue that education for sustainable development goes beyond merely obtaining a qualification. It should profoundly impact human life, fostering knowledge, skills, attitudes, behaviour, beliefs, and values that align with the SDGs and societal changes (Sibanda & Marongwe, 2022;Giddings et al, 2002). Teacher education is central to sustainable development by shaping and promoting behaviour change.…”

“…Teacher education is central to sustainable development by shaping and promoting behaviour change. Sibanda and Marongwe (2022) argue that education should be relevant, responsive, and adaptable to societal demands and changes. They emphasise the importance of introducing digital education as a crucial tool for sustainable development.…”

Exploring Accounting Teachers’ Effective Implementation of Assessment for Learning in the Classroom

“…As such, AfL is a necessary component in the teaching and learning process as it involves the teachers, learners and peers through discussion, tasks and activities in the classroom. Thus, as suggested by the literature, AfL is the most appropriate form of assessment to enhance meaningful learning as it promotes learner involvement in assessment and responsibility in learning (Prashanti & Ramnarayan, 2019;Shatri & Zabeli, 2018;Sibanda & Marongwe, 2022;Suichi, 2016). Brown (2019) suggests that teachers need adequate capabilities to integrate AfL with the subject and pedagogical content knowledge to cater to their learners' needs and provide helpful feedback.…”