Resetting the way we teach science is vital for all our futures
COVID-19 has forced more than 1 billion students and youth out of school, triggering the world’s biggest educational technology (edtech) implementation in history, almost overnight. Schools and universities are scrambling to redesign their teaching and learning to allow for students of all ages to study from home. While this raises huge practical and logistic issues for students, teachers and parents (especially women), it opens up a world of opportunities to reimagine what learning looks like in the 21st century. The pressures that individuals, organisations and societies face in this crisis are accelerating the Fourth Industrial Revolution, blurring the boundaries between the physical, digital and biological worlds. Are our educational systems preparing students for a world driven by disruptive scientific and technological advances in artificial intelligence, robotics, biotechnology, clean energy, or quantum computing? Are we encouraging students to think critically about how science, technology and innovation can help address – or aggravate – economic, geopolitical, environmental or societal challenges? In many industries and countries, the most in-demand occupations or specialties did not exist 10 or even five years ago, and the pace of change is set to accelerate. Up to 65% of children entering school today will have a job that does not yet exist. Our educational systems around the world were failing before COVID-19 and will continue to fall behind unless we change the way we teach and learn science. Education can no longer be about transferring explicit knowledge across generations. According to the OECD 2030 Future of Education and Skills Project: “We need to replace old education standards with an educational framework that combines knowledge with the 21st century skills of creativity, critical thinking, communication and collaboration.” This won’t be achieved by simply moving classes from the chalkboard to a Zoom call, but radically transforming the way we teach and learn science and technology skills, from one-way content dissemination and memorisation […]