Transforming education to prepare students to invent the future

Fernando M. Reimers

PSU Research Review, 2020, vol. 4, issue 2, 81-91

Abstract: Purpose - Human talent is rapidly becoming the most important asset for individuals, communities and nations. As the world changes rapidly due to globalization and technological innovation new opportunities and challenges arise for individuals, communities and nations. This paper aims to explore transforming education to prepare students to invent the future. Design/methodology/approach - This essay draws on an evaluation of the impact of an entrepreneurship education program on a sample of youth in Saudi Arabia and integrates the core findings and ideas of literature relevant to the topic of education for the 21st century, including several books by the author. Findings - This paper highlights five principles guide a series of curriculum resources to advance dispositions and skills for student empowerment and civic participation: start with the end in mind to design curriculum; leverage improvement networks to design curriculum; learn by doing; the power of problem-based education; and the power of collaboration in diverse teams. Originality/value - Klaus Schwab, the founder of the World Economic Forum, predicts that the Fourth Industrial Revolution, resulting from increased and ubiquitous automation and the development of artificial intelligence, will eliminate many of the jobs currently available. Together with neurotechnological and genetic developments, these changes will create new opportunities and serious challenges, which require a heightened commitment to putting humans at the center, and empowerment as a goal (Schwab, 2017). These developments create a new urgency to examine whether children and youth are being prepared to be effective and productive citizens and workers, and to not just understand the future but to invent it. There is an emerging consensus that the skills students will need to invent the future must include cognitive, interpersonal and intrapersonal skills (Pellegrino and Hilton, 2012). The growing awareness that the adequate development of these requires deliberate efforts to cultivate them is also stimulating questions and innovations about the kind of educational experiences which can cultivate those skills.

Keywords: Fourth Industrial Revolution; Global education; 21st century skills; Transforming education (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:eme:prrpps:prr-03-2020-0010

DOI: 10.1108/PRR-03-2020-0010

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