Building on COVID-19's Innovation Momentum for Digital, Inclusive Education

Abstract

In May 2022, the Spanish Ministry of Education, the OECD, and Education International bring education ministers, union leaders and other teacher leaders together for the International Summit on the Teaching Profession (ISTP).Its aim is to better support the teaching profession in meeting the formidable challenges of 21st century education.One of the secrets of the success of the International Summit on the Teaching Profession is that it explores difficult and controversial issues on the basis of internationally comparative data and analysis provided by the OECD.This report provides the background for two key themes, which the 2022 International Summit of the Teaching Profession explores.The first session of the Summit will examine the pedagogical implications of digitalisation.This is covered in the first chapter, which is largely based on the OECD's 21st Century Children project and the OECD Digital Education Outlook, as well as the PISA and TALIS 2018 surveys.During the pandemic, technology became a lifeline for education as schools closed down.This opened up entirely new ways for learning to become more personal and adaptive, and it gave teachers novel insight into how different students learn differently.At the same time, the COVID-19 crisis highlighted the importance of something that was not technological or digital at all: that relationships and social interactions in schools are vital for children's and young people's education.It also showed that education systems need to help schools develop their capacity and infrastructure for strong and inclusive digital learning -one that is accessible and relevant to all students and teachers.And lastly, the crisis showed us that holistic digital school strategies can better harness the potential of digital tools.How can technology empower learners and teachers rather than disempower them?How can artificial intelligence-enabled learning that is tailored to each person help close rather than amplify learning gaps?And how do we make sure that data is protected and that technologies are ethical and transparent?This new kind of learning works best when teachers are at the centre of the design, development and implementation of digital learning environments.It works when governments and unions work together so that students and teachers are not just consumers of digital technologies but co-creators and designers of innovative learning environments.Technologically-enhanced teaching and learning works best when there is collaboration among education's many stakeholders.Working together encourages the integration of new pedagogical approaches; better compatibility between different technologies; and the shift in attention from learning technology to learning activities.These are the issues the Summit will explore in the first session.

Topics & Concepts