Trends in Education

A Introduction

A trend is a shift or tendency within a system, for example schools, that is likely to grow in importance and influence how the system operates. Examples include economic developments, changes in society or in employment, or in attitudes and behaviour.  Some trends are opportunities, others disruptive, a challenge or threat; some turn out to be a short-lived novelty (an innovation can develop into a trend, or die out), others slow-burning, even barely noticeable but seismic and enduring over the long term. Many trends are of course outside the control of schools, but others can be taken into account in school development planning and designing effective teaching and learning.  A trend may emerge in one country but not another, another may be global.

B The realities of teachers

There has been lately a great emphasis on teacher professionalism. It appears that many education systems have come to the conclusion that the quality of teachers is the most important factor to improve learning. This is leading to incentives for those teachers deemed to be good, to tighter recruitment of graduates, and stricter controls on the quality of teaching.

Most educators nowadays agree about the effectiveness of formative assessment, that is, assessment used on a daily basis for diagnostic purposes and to dynamically adapt teaching, rather than for grading. At the same time, it has now become clear that this type of assessment requires a deep re-think of the traditional roles of teachers and students, which takes time and support.

Education has always been associated with schools. However, this relationship is now under stress as new technologies move learning outside of the school walls. This trend poses challenges to the traditional role of the teacher. Some specific opportunities and risks are: educating outside school hours, more emphasis on facilitation, mentoring and guidance, increased workload, linking with families, some risks

Many classes in European schools are now culturally and ethnically diverse. Teachers are becoming increasingly experienced in dealing with diversity and know how to recognise and address inclusion issues when these arise.

C The realities of students

There is currently a great emphasis on STEM skills, but there is also a persistent lack of interest from students (particularly girls) in these subjects and jobs compared to other disciplines and professions.  Many learners feel disconnected from the reality of industry and lack real-world experience in crucial subjects.

Students increasingly expect to acquire competences that make them employable in the future. These include media and ICT literacy, communication, problem solving and collaboration.

Students live in worlds filled with engaging technology and opportunities to pursue personal interests and motivations. Once they enter schools they have to leave behind such interests and motivations. This creates a divide between the way “schools teach” and the way “students learn” in informal learning environments. Schools are nowadays facing a challenge trying to bridge this gap.

Learning resources are increasingly available digitally. The saturation of information, and ubiquitous access to such information, are becoming a challenge for many students who don’t know how to deal with such complexity and abundance.

D Technology

Learning spaces (i.e. physical ones) may not change in the next few years but advances in enabling ICT means the dynamics of learning (personalisation, collaboration inside and beyond classroom) will.

Learning platforms (e.g. VLEs / LMSs) will continue to play a role as management tools but advances in Web 2.0 (and Web 3.0) will challenge these technologies as traditional content delivery models.

User generated content and high quality shareable resources will increasingly support teacher led and peer based learning as suitable standards emerge or are developed.

Integration of interactive display technologies such as whiteboards and other multi-touch devices with other technologies e.g. net books, smart phones, learning platforms (some owned by school and some by learner) will promote collaborative learning and move it beyond ‘transmission’ and ‘instruction’.

Research into the use of digital games, 3D, immersive learning environments and augmented reality have provided positive results so far. Further research is necessary, and likely to take place, which must demonstrate how the potential benefits may be brought to scale.

[19] Trends Identified by Teachers and Students.European Schoolnet, 2015.