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<p>The International Science and Evidence Based Education Assessment examined whether current education systems develop each person’s full potential (aligned with the UN Declaration of Human Rights) and contribute to Sustainable Development Goal 4. Embracing a multidisciplinary approach, nearly 300 scientists from 45 countries conducted the assessment, calling for a shift in education’s focus from economic growth to fostering human flourishing. Key findings included (a) the need for an integrative approach to learning, (b) moving beyond meritocracy and exploring potentiality as a better measure of student learning potential, and (c) using technology judiciously for scalable, equitable, and personalised learning. This paper seeks to highlight themes that were foundational to the assessment but not fully discussed within it. It advocates a global, transdisciplinary research agenda to close evidence gaps and inform policy to consider the complexity of the educational system and the need to think beyond existing conventions.</p>

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A new education agenda based on The International Science and Evidence Based Education Assessment

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年5月10日

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  • Nandini Chatterjee Singh,
  • Tal Gilead,
  • Anya Chakraborty,
  • Jo Van Herwegen,
  • Nienke van Atteveldt,
  • Gregoire Borst,
  • Stephanie Bugden,
  • Kaja Jasinska,
  • Jonathan Kay,
  • Kenneth Pugh,
  • Anantha Duraiappah

摘要

The International Science and Evidence Based Education Assessment examined whether current education systems develop each person’s full potential (aligned with the UN Declaration of Human Rights) and contribute to Sustainable Development Goal 4. Embracing a multidisciplinary approach, nearly 300 scientists from 45 countries conducted the assessment, calling for a shift in education’s focus from economic growth to fostering human flourishing. Key findings included (a) the need for an integrative approach to learning, (b) moving beyond meritocracy and exploring potentiality as a better measure of student learning potential, and (c) using technology judiciously for scalable, equitable, and personalised learning. This paper seeks to highlight themes that were foundational to the assessment but not fully discussed within it. It advocates a global, transdisciplinary research agenda to close evidence gaps and inform policy to consider the complexity of the educational system and the need to think beyond existing conventions.