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|Title:||Imagining Future Learning: Mapping Major Changes to Education and Training in 2025|
|Authors:||STOYANOV Slavi; HOOGVELD Bert; KIRSCHNER Paul|
|Citation:||eLearning Papers p. 9-23|
|Publisher:||elearningeuropa.info; European Commission DG EAC|
|Type:||Articles in periodicals and books|
|Abstract:||To determine how education and training policy can adequately prepare learners for life in tomorrow¿s society, we must envisage what competences will be relevant and how they may be acquired from 2020-2030. This report presents the findings of a structured and targeted expert consultation exercise, which aimed to identify, cluster and rate the main changes in education and training expected to occur over the next 20 years. The exercise employed group concept mapping methodology to generate, sort and rate more than 200 statements by a group of 13 experts. The objective of this study is to contribute to the development of imaginative visions and scenarios regarding the future of learning in order to support priority-setting for education, training and competency policies. The emerging map of future changes to education and training was divided into a set of 12 thematic clusters, ranging from technological changes to shifting pedagogical concepts. Anticipated changes that rated particularly high in importance include learner-centred, fl exible and personalised approaches to learning; the integration of learning into life and work; and the development and implementation of innovative pedagogical concepts. When comparing the cluster ratings on importance and feasibility, it becomes clear that, while experts are optimistic about the development of technology-enhanced learning opportunities, scepticism prevails concerning the feasibility of implementing learner-centred approaches in formal education and, in general, the ability of formal education systems and institutions to keep pace with change and become more flexible and dynamic.|
|JRC Institute:||Growth and Innovation|
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