Shaping Education: Insights from Youth on the Future of Learning

By Lenka Marcanova, Youthwise, the OECD’s youth advisory board

"Education systems are preparing young people for a world that no longer exists."

This pointed remark during the 8th Global Forum on the Future of Education and Skills 2040 underscores the urgency of reevaluating our education systems. As industries are reshaped by artificial intelligence and environmental shifts, it’s pivotal to assess whether current educational frameworks equip young people with essential skills, agency, and resilience for the future.

The forum convened a diverse group of policymakers, educators, researchers, and youth leaders at Hotel Bôrik, near Bratislava Castle, highlighting the dissonance between antiquated educational structures and the demands of a rapidly changing world.

As a member of Youthwise, the OECD's youth advisory board comprising 24 individuals aged 18 to 30, it became evident that young people are not mere participants in education reform; they must be integral to its evolution. If we aspire to create future-ready educational systems, engaging youth in their design is vital.

The Significance for Educators

The disconnect between education and real-world requirements is stark. The OECD predicts roughly 27% of jobs in member countries will undergo significant transformation due to automation. Moreover, a consistent skills gap exists; employers frequently cite deficiencies in critical areas such as critical thinking, digital literacy, and adaptability that traditional education systems fail to address.

Conversations with my contemporaries reveal an acute awareness among young people about this gap. OECD statistics corroborate this sentiment, illustrating a rise in anxiety and uncertainty regarding career preparedness amid swift technological advancements and economic fluctuations. The OECD's PISA study highlights that almost half (47%) of 15-year-olds are anxious about their readiness for post-compulsory education, and a similar percentage (49%) feels ill-equipped for adult life.

Throughout the forum, youth discussions echoed the principles outlined in the OECD Learning Compass 2030, which promotes learner agency, co-agency, and purposeful navigation through complexity. These principles are increasingly relevant, offering pragmatic frameworks for addressing the challenges of modern education. Participants highlighted four key areas of focus:

1. Adaptability: Curricula must evolve continuously alongside technological, societal, and environmental developments.
2. Inclusion: Learning environments should embrace diverse backgrounds and abilities while actively working to diminish inequality.
3. Future-ready skills: Education should prioritize critical thinking, digital and AI literacy, collaborative skills, and resilience over rote memorization.
4. Wellbeing: Systems need to place equal importance on identity, belonging, and mental health alongside academic performance.

These priorities resonate with the realities faced by students grappling with outdated curricula and teachers who are challenged to integrate emerging educational technologies.

Insights from Slovak Schools

One of the forum highlights was the chance to explore Slovak schools and see firsthand how these priorities are being put into action. In various classrooms, teachers embraced innovative pedagogical strategies, incorporating AI tools while fostering both student and educator autonomy. Technology was not seen as a panacea; instead, it was leveraged to inspire deeper exploration of concepts, personalized learning experiences, and meaningful collaboration among students.

Visiting the Slovak University of Technology (STU) further illustrated how thoughtfully embedded AI can augment educational experiences. Students showcased projects that ranged from engineering models to data-driven design tools, demonstrating how technology could enhance their skills and problem-solving capabilities.

Real-World Applications

Beyond formal discussions, the forum highlighted compelling examples of educational responsiveness under challenging conditions. Ukrainian teacher Anna Duchenko shared how AI-assisted tools aid learning continuity for children in crisis situations, helping students engage with curricula and obtain educational materials even while schools are inaccessible. Her experiences illustrated that in times of crisis, AI is less about efficiency and more about ensuring access and dignity for learners.

Professor Suzanne Choo from Singapore introduced a modern perspective on Maslow’s Hierarchy of Needs, emphasizing the importance of psychological safety, digital trust, and purpose in the educational experience before one can fully engage with AI-enhanced learning.

Contributions from David Cristea, a Romanian student, and Love Basillote, a consultant from the Philippine Institute for Development Studies, showcased how countries facing adversity are rethinking education with empathy and flexibility. Initiatives incorporating modular curricula and trauma-informed pedagogy underline the principle that resilience emerges not solely through technology but through values-led design and collaboration. Collectively, these narratives reinforced a pivotal insight: technology in education is a tool, but the driving force must be the people—particularly the youth—who shape its trajectory.

A Youthwise Perspective

Through my involvement with Youthwise, I’ve witnessed young people spearheading initiatives in digital inclusion, mental health, sustainability, and education access. Forums like this one create essential connections across generations, nations, and ideas. The next step for the education community is not merely to listen to young people but to actively embed their insights and experiences into policy making, classroom governance, and instructional methods.

Three actionable recommendations emerged:

1. Establish youth advisory bodies across schools and government levels.
2. Incorporate student agency into teaching methodologies by following frameworks like the OECD Learning Compass 2030.
3. Invest in teacher training focusing on AI literacy, inclusive pedagogies, and wellbeing-centric teaching practices, as highlighted in the OECD Teaching Compass.

Young people are not just the future; they are actively shaping the present. The forum exemplified the potential of empowering youth beyond mere consultation, emphasizing their critical role in creating education systems that are resilient and adequately prepared for the challenges ahead. Initiatives like Youthwise manifest how young people can lead the charge in crafting educational frameworks suited to future realities.

For more insights on Youthwise and opportunities for youth engagement, visit the Youthwise website.