Table of Contents 1COSN released the Report on Innovation Drivers in Basic Education (2024)2Rennie Center publishes Rethinking Education: Reimagining When, Where, and How Learning Happens3The European Union has published The Future of Schooling in the European Union: A Forward-Looking Study4OSPI in Washington State released the "Guidance on Human-Centered Artificial Intelligence in K-12 Public Schools"5The European Union has published "Interpreting the Impact of Digital Technologies on Education: A Framework for Literature Review and Assessment"6OECD publishes "Reflections on Education in the Context of Climate Change: Levers for Change" 7Australia publishes a Review of Pathways to Diversify the STEM Workforce8The African Union (AU) released the "Second Decade Plan for Agenda 2063"9Ireland launches Global Citizenship 2030: Ireland's International Talent and Innovation Strategy
1.COSN released the Report on Innovation Drivers in Basic Education (2024).
On February 7, 2024, the "Innovation Drivers in Basic Education Report (2024): Challenges, Trends, and Technology Tools" released by the "Federation of School Networks" (COSN) in the United States focuses on basic education, and based on the views of an advisory committee composed of more than 140 education and technology experts, it is worth paying attention to the most important challenges, trends, and technical tools to drive innovation in basic education in the coming year. According to the report, the challenges that will prevent schools from slowing down, preparing and making the leap in the year ahead include: attracting and retaining educators and IT professionals. Hiring and retaining school staff is a major issue for the school system;Many educators are experiencing low pay, stress, and emotional burnout, causing them to give up their passion for teaching and leave the field. Ensure network security and safety. The use of digital tools for education, teaching, and business is a basic requirement for teachers, students, and administrators. Schools must proactively build systems that enable users to safely use digital technologies for learning and growth. Expand innovation and conservatism in the education system. The challenge for schools is to engage and effectively scale up innovation – adapting what works and scaling up innovation at school, district or state level. Megatrends or catalysts that will help motivate and increase the pace of innovation in the coming year include: a shift in attitudes towards demonstrative learning. There is a growing discussion around assessing, documenting, communicating, and giving value to student learning, as well as connecting this learning to higher education, vocational training, career paths, and real life. Develop leadership skills for managers. Strengthen professional team building in schools, provide opportunities for educators and all basic education professionals to learn and master new skills, and open the door to innovative practices that enhance the student experience. Self-directed learning. This concept is about students becoming active in learning; Their role has been redefined from "student" to "learner". When immersed in a strong learning environment, learners can transform from passive learners to active innovators. Technologies and tools to support schools in overcoming challenges and capitalizing on trends to innovate in the coming year include: generative AI. Generative AI has become a transformative force in education, changing how students learn and what they need to learn. Schools around the world are exploring the benefits and challenges of this technology and seeking expert guidance to address the urgent need to develop policies and processes to ensure the safe, effective and responsible use of second-generation AI by all stakeholders. Analytics and adaptive technologies. Analytics refers to the process of analyzing the collection of data on student learning and the opportunities to use the data to inform instructional decisions. Adaptive technology is a tool to adapt students based on their interactions with technology. Rich digital ecosystem. Connected systems or digital environments can form powerful digital ecosystems that facilitate student learning or support education management. These interconnected systems of virtual spaces can span formal school settings and beyond. **Link: Official English version: cosn driving k-12 innovation: 2024 hurdles, accelerators, tech enablers.Official Chinese version: cosnReport on Innovation Drivers in Basic Education (2024): Challenges, Trends, Technology Tools.
2. rennie centerLaunch of Rethinking Education: Reimagining When, Where, and How Learning Happens
Rethinking education today is an important starting point for studying the future of education, and the Rennie Center for Education Research & Policy in Massachusetts, USA, released on January 31, 2024, is the latest example of this research. The guide begins by noting that many areas of society have changed dramatically over the past century, but in the field of education, while some changes have been driven by technological developments, the core teaching methods are functionally the same as they were in the twenties of the twentieth century. In many schools, learning still takes place in a classroom, where students are divided into groups of similar ages and supervised by a teacher, whose role is to impart content and facilitate the accumulation of knowledge. The data shows that the current education model is no longer sufficient to meet the needs of the 21st century. The guide argues that a comprehensive rethinking of the education system must begin, starting with the three core components of learning: people, place, and when. First, rethink people. The guidance states that to better empower educators, there is a need to move away from the "one teacher, one classroom" model, which often isolates teachers, especially novice teachers, and treats experience and expertise as a scarce commodity that cannot be shared between schools and districts. Instead, imagine a more dynamic learning environment where teachers are free to move in and out of the classroom, stepping in when a student's strengths and needs best align with their training, talents, and ambitions. Most other professions now default to more flexible staffing and schedules that better facilitate ongoing collaboration, support new teachers, and create meaningful growth opportunities for experienced teachers, fundamentally changing the range of learning experiences available to students. Second, rethink location. The guide argues that in order for students to be fully prepared for the evolving digital age, traditional learning spaces must be re-evaluated and technology must be used as a tool to foster critical thinking, creativity, and collaboration, while improving digital literacy skills and developing the next generation of innovators. Rather than using technology to replicate what a school is, it should be used to deepen and expand the types of learning experiences possible. Leveraging technology to build student facilities can support a more personalized learning experience, organize learning around real-world challenges, help learners pursue passions and personal interests, and create opportunities for students to enter university and careers through an extended and sustainable network. Finally, rethink time. The guidelines argue that although educators and parents generally believe that children develop at their own pace, the structure and timetable of schools assume that all students will reach developmental milestones at the same age. Therefore, teachers must distinguish between teaching and scaffolding tasks so that the content is accessible to students of different interests and learning levels. Traditional school schedules, the implementation of individualized learning programs, and the shift to a competency-based education model should be rethought. **Link: Rennie Center for Education Research & Policy. rethinking education: reimagining when, where, and how learning happens.
The European Union has published the Future of Schooling in the European Union:A prospective study
At present, most of the research on future education is imaginary logic, which is generally generalized, and does not focus on real and specific educational practices or problems. The report "The Future of Schooling in the European Union: A Forward-Looking Study", released by the European Union on January 29, 2024, breaks this convention. The report takes primary and secondary school education in 27 EU countries as the research object, takes 2040 as the time node, and integrates desk research, exploratory interviews, focus group discussions and other methods to conduct the first research on the development picture of school education in the EU in the next ten years. The report begins with an analysis of five categories of factors influencing the transformation of school education in the EU: "megatrends", "general trends", "emerging trends", "weak signs", and "unknown factors (black swans)". Among the "megatrends" include emerging citizen empowerment and new forms of civic engagement, climate change and environmental degradation, increasing labour shortages, changing the nature of work, diversification of education and learning, accelerating technological change, positive shifts in younger generations' attitudes towards sustainable development, the growing importance of migration, changes in public spending, and a growing digital divide; "General trends" include teacher shortages, inequalities in education, blended and personalized learning in schools, declining relevance of education to current labour market demands, increasing focus on education for sustainable development and civics and civic education, degradation of basic skills; "Emerging trends" include the social risks of digitalization in schools, a focus on generic competencies, a shift in the role of teachers, increased interdisciplinary learning, greater openness in schools, increased spending on private education, and increased inclusion for disadvantaged students; "Weak signs" include the partial replacement of teachers by AI, the emergence of alternative education methods, and the increasing impact of educational technology on education; The "unknowns" include major technological disruption in Europe, an environmental crisis triggered by climate change, a deep economic crisis in the European Union, and a crisis in the public school system. The report then proposes four possible scenarios for schooling in Europe by 2040, using educational methods as the horizontal axis and socio-economic environment as the vertical axis. The focus of the educational methodology axis is on the what, how and where of teaching and learning, and its extremes range from "standardized" to "flexible".The socio-economic environment axis focuses on the overall social and economic situation, with extremes ranging from "competition" to "cooperation". 
Each picture includes elements in five dimensions: education policy, education system, teaching methods, teacher role, and curriculum structure. The four landscapes are: Picture A: Standardization and collaboration, which is characterized by a coordinated socio-economic approach, consensus on major issues, policies and regulations to promote integration, social homogeneity in schools, private tutoring supplementing public school education, standardized and homogeneous teaching methods, limited technological integration, appropriate adjustment of the education system according to the needs of the dynamic market, teachers as knowledge and authority, and investment in training to solve the shortage of qualified teachers. The "black swan" factors that contribute to this picture could lead to major technological disruption in Europe. Picture B: Flexible and collaborative, characterized by a cooperative socio-economic approach, community participation in decision-making processes, integrated policies for inclusion, a harmonious school society, strong public funding for schooling, flexible and adaptable pedagogies, integration of new technologies, cooperation in responding to labour market needs, teachers as facilitators and mentors, and no shortage of teachers. The "black swan" factor that contributes to this picture could be the environmental crisis caused by climate change in Europe. Picture C: Standardization and competition, characterized by targeted socio-economic approaches, a tendency for exclusion in the education system, a school society, a lack of lasting consensus in education, private funding of schooling and shadow education, rigid and relatively limited flexible pedagogies, uneven use of technology, limited relevance of education to labor market demands, serious challenges for teachers, and multifaceted teacher shortages. The "black swan" factor that contributes to this picture could be a serious economic crisis in the EU. Picture D: Flexibility and competition, characterized by pluralistic socio-economic approaches, social heterogeneity in schools, segregation of vulnerable groups, opaque and variable social commitments to education, differences in funding between private and public schools, pluralistic pedagogies, access to technology dependent on economic resources, rapid adaptation of education systems to labour market demands, variable teacher roles, and shortage of teachers in less affluent schools. The "black swan" factor contributing to this picture may be the public school crisis. Based on a multi-stakeholder consultation, the report considers the preferred future picture of schooling in the EU by 2040 as B, i.e. "flexible and collaborative". An analysis of current European Commission policies shows that the report considers that most of the EU-level measures currently implemented or planned are to integrate EU schooling with preferred landscape development. However, some existing policy measures should be strengthened, or new ones introduced, to help EU schooling reach preferred status by 2040. Based on this, the report concludes with a number of policy recommendations. **Link: European Commission, Directorate-General for Education, Youth, Sport and Culture, Scenarios for the Future of School Education in the EU a Foresight Study,
OSPI, Washington, USAPublished ".k-12Human-Centered AI Guidance for Public Schools
In the process of promoting the digital transformation of education, the principle of "people-oriented" has received more and more attention, such as the Global Education Monitoring Report 2023 released by UNESCO (click to read) and the "Artificial Intelligence and the Future of Teaching" released by the Office of Educational Technology of the U.S. Department of Education (click to read). On January 18, 2024, the Washington State Office of Superintendent of Public Instruction (OSPI) released the "Guidance on Human-Centered AI in K-12 Public Schools" guide, which provides guidance on how "human-centered" principles can be implemented in K-12 schools. The guide covers the meaning of AI, the principles and values of AI use, the use of AI in education, AI policy making, and more. The guidelines argue that human-centered AI learning environments are those that prioritize the needs, abilities, and experiences of students, educators, and administrators. Education leaders can support human-centered learning environments by considering: developing students' AI literacy, helping them understand the concepts, applications, and implications of AI in various domains, and enabling them to use AI as a learning and problem-solving tool. Ensure the ethical, fair, and safe use of AI, protect the privacy and security of data, address potential biases and harms, and promote digital citizenship and responsibility. Provide professional development and support to educators to help them integrate AI into their pedagogy, curriculum, and assessment, and to foster their collaboration and innovation with AI. Apply human-centered design principles to the development and implementation of AI solutions, such as engaging stakeholders in the design process, testing and iterating on solutions, and evaluating impact and outcomes. Integrate AI solutions with best practices and learning principles, such as supporting learners**, fostering collaboration, enhancing feedback, and fostering critical thinking. The guide also notes that when integrating AI into student learning, it is important for students to understand how and to what extent AI can be leveraged in the learning process. By doing so, students can actively participate in shaping their AI education experience by co-creating and sharing AI decision-making guidelines with students. Support students to adopt a human-centered approach to using AI. Empower students to use AI to build understanding, feedback, and reflection. Support students to think critically about the role of AI in their learning process, and as they prepare for university, career, and life. Empower students receiving special education services to use AI to personalize and increase their learning opportunities. Integrate ethical and critical thinking activities with grade- and subject-level instruction. Differentiation and assessment using artificial intelligence, including intelligent tutoring systems that allow text-to-speech, translation, personalized learning, and **-based learning. Prepare students for the future of work by partnering with industry to update and integrate learning standards, including career and technical education programs. **Link: ospi human-centered ai guidance for k-12 public schools.
5.The European Union publishes "Interpreting the Impact of Digital Technologies on Education: A Framework for Literature Review and Evaluation".
The impact of digital technologies on teaching and learning is at the heart of discussions about the digital transformation of education, especially when evaluating digital education policies. However, a number of studies and policy analyses have highlighted conflicting outcomes in the assessment of the impact of digital technologies on improving learning outcomes. Therefore, there is a need for a closer look at how the impact of digital technologies on education is being studied and in relation to what aspects of school activities. This is echoed in the European Union's January 2024 report, Interpreting the Impact of Digital Technologies on Education: A Framework for Literature Review and Assessment. Through an analysis of the focus, methodology and results of 92 relevant articles published over the past 15 years, the report argues that the impact of digital technology on education is a complex concept that cannot be described in terms of linear causal relationships between technology use and learning outcomes. This impact is influenced by a range of contextual factors and by the dynamic interactions between the various sectors involved in the use of technology. Contextual factors include (1) the digital competencies of students and staff;(3) Teacher professional development;(3) School leadership and management;(4) connectivity, infrastructure, ** and other supports;(5) administrative and data management practices;(6) the socio-economic background of the student;(7) Socio-economic school background. Based on these findings and theories of change, the report proposes a framework for assessing the impact of self-reflection tools (such as the EU's selfie tool) on schools' digital capabilities and digital transformation, and concludes with policy recommendations related to investment and monitoring in digital education. 
*Link: Nikoleta Giannoutsou, etc unpacking the impact of digital technologies in education.
6.OECD publishes Rethinking Education in the Context of Climate Change: Levers for Change
Strengthening education for sustainable development or green education is an important choice for education to cope with climate change, for example, the EU has proposed sustainable development policies from three aspects: macro planning, meso measures and micro actions (see: Wu Yunyan et al., Learning for Green Transition: An Analysis of EU ESD Policy). On 16 February 2024, the OECD published the work "Reflections on Education in the Context of Climate Change: Levers for Change"**, which further provides new insights into how education systems can go beyond encouraging individual behavioural change to promote reflection on collective and systemic change, including in the social, economic, political and technological spheres. The work notes that traditionally, environmental, sustainable development and climate change education has tended to be anchored in learning objectives for natural sciences subjects. However, given the intricate relationships between ecosystems and social systems in climate change, effective teaching of climate change requires a deep rethinking of teaching methods both inside and outside the natural sciences. To this end, the work argues: First, science education and interdisciplinary learning need to be rethought. In science education, it is necessary to cultivate scientific literacy among the whole population, increase interest in scientific research and careers, promote the diversity of STEM education, and strengthen green career advice and guidanceIn terms of interdisciplinary learning, goals for environmental and sustainable development and climate change education should be set, goals should be translated into concrete learning activities, progress monitoring should be strengthened, sustainability competency assessment should be emphasized, and SDGs should be integrated into teachers' professional development. Second, the adoption of place-based education (PBE) promotes a shift from individual to collective action. PBE, which refers to a pedagogical approach that emphasizes the connection between the learning process and the physical places where teachers and students are located, has become an umbrella term for any locally-driven, community-based, or eco-centered approach to education. There are still some challenges to applying this approach to ESD, and schools need to create an enabling institutional environment. Finally, make school systems adaptable to climate change. Strategies for education systems to address the wide-ranging impacts of climate change on school infrastructure and students' physical and mental health and educational experiences include: retrofitting or upgrading school infrastructure to ensure it is resilient; implement school interventions aimed at the conservation, sustainable management and restoration of natural and modified ecosystems; adjusting school calendars and operations; enhancing distance learning; Addressing climate-related health and well-being issues. **Link: Nusche, D, m. fuster rabella and s. lauterbach. rethinking education in the context of climate change: leverage points for transformative change,
7.Australia publishes the Concluding Recommendations for the Review of Pathways to Diversify the STEM Workforce
Australia is one of the earliest countries to attach importance to the development of STEM education, from the first department to academic organizations have invested in it (see: Zhang Yongjun, "Analysis and Enlightenment of Australia's STEM Education Policy"). In 2022, Australia** announced a review of the STEM diversity pathways, followed by the establishment of an independent review panel. On February 13, 2024, the "Concluding Recommendations for the Review of Pathways to Achieve Diversity in the STEM Workforce" was officially released. The report makes 11 recommendations to the Australian Commonwealth in four areas: coordination and leadership, creating a safe and inclusive workplace, lifelong learning, changing attitudes and valuing diverse knowledge, including: developing a long-term cross-sector strategy to promote diversity and inclusion in the STEM industry, including the establishment of a dedicated advisory board supported by dedicated resources. The introduction of best-practice program design elements across programs, the refinement of the current Women in STEM portfolio, and the creation of new programs to remove barriers faced by underrepresented groups have established a diverse set of indicators that have demonstrated their impact in STEM programs. Every Australian organisation that employs STEM staff is committed to eliminating bullying, harassment and discrimination, including racial discrimination. Every Australian organisation employing STEM staff adopts, discloses and implements programs to attract, retain and promote more members of underrepresented groups. Make Australia's STEM-related workplaces safer, more diverse and more inclusive by changing the funding and procurement processes for STEM-related projects, providing guidance to help organisations implement the recommendations in this report, and reviewing the need for further changes, such as changes in legislation or other financial arrangements. Adopt STEM as one of the focal points in the implementation of any strategy that responds to the 2023 Review of the Immigration System. Work with states and territories to increase engagement and achievement in STEM skills and subjects in primary and secondary schools. Mentoring and supporting educators in teaching STEM courses in a way that meets the needs of diverse groups. Work with states and territories to ensure that national higher education reforms provide greater opportunities, participation and achievement for underrepresented groups in STEM education. Priority will be given to Indigenous scientists and researchers who apply for funding for projects that impact or draw on Indigenous knowledge and knowledge systems, and work with Indigenous communities to develop ways to further advance Indigenous knowledge; The Australian College Council works with academia and Indigenous knowledge custodians to build respect, understanding and better practice to integrate Indigenous knowledge into science and research systems. Develop a communication and outreach strategy to raise awareness, visibility, and importance of the STEM workforce diversity to highlight the career opportunities and development potential offered by the STEM industry. In addition, the report recommends that the Program Strategy for Diversifying the STEM Workforce should include three key elements: introducing best-practice program design across all programs to diversify the STEM workforce, improving the Women in STEM program portfolio based on key lessons learned, and developing new programs to address gaps. **Link: Full text in English: Sally-Ann Williams, Mikaela Jade, Parwinder KaurPathway to Diversity in Stem Review: Final Recommendations, Chinese Abstract: Sally-Ann Williams, Mikaela Jade, Parwinder KaurPathways to Diversify the STEM Workforce Review: Summary of the Summary Recommendations Report.
8.The African Union (AU) released the Second Decade Plan for Agenda 2063
In 2015, the African Union adopted Agenda 2063 and proposed to complete it through five 10-year implementation plans, the first of which spanned 2014-2023. On 17 February 2024, the African Union released its second 10-year implementation plan (2024-2033), which includes education-related targets such as increasing the net enrolment ratio to 100 per cent in primary and 80 per cent in secondary schoolAt least 80 per cent of children complete primary education and achieve the minimum proficiency required in reading, writing, math and numerical skills;At least 80% of children under the age of five have completed at least two years of structured early childhood education and development (ECD) programmes before primary school;The teacher-student ratio is 1:30 in primary school and 1:15 in secondary schoolIncrease the net enrolment ratio in tertiary education to at least 50 per cent;Increase enrolment in secondary and higher vocational and technical education by at least 60 per cent;Full implementation of the African Framework for Education and Technical and Vocational Education;At least 40% of secondary and tertiary education graduates in STEM-related subjects;Africa contributes at least 10 per cent to global research output, and at least 50 per cent of research outputs are translated into innovation and production (including the training of approximately 100,000 African PhDs and one in five should come from STEM disciplines);The implementation plan proposes a number of specific indicative strategies for these objectives. **Link: African Unio agenda 2063:second ten-year implementation plan 2024 –2033.
9.Ireland launches Global Citizenship 2030: Ireland's International Talent and Innovation Strategy
On 15 January 2024, Ireland continued with the Department of Higher Education, Research, Innovation and Science to launch Global Citizenship 2030: Ireland's Strategy for International Talent and Innovation. The strategy sets out Ireland's ambition to integrate exceptional talent and innovation into Ireland's global footprint and is the first international strategy to encompass the higher education, research and innovation systems. It builds on Ireland's numerous achievements over the past decade and aims to recognise Ireland's position as a destination of choice for international talent and a thought leader in education, research, innovation and science policy. The strategy is underpinned by six core pillars, with people and innovation at the heart of Ireland's global footprint, and seven flagship initiativesA premier destination for international learners, researchers, and innovators;Global citizenship in a multinational, multicultural and diverse workforce;Enhancing Europe's influence in education and research;North-South and East-West cooperation have reached new levels; Thought leadership in international education, research, innovation, and science policy. The latter include: the Irish Talent & Innovation team; International Education Mark; European University; innovating for Ireland; Presidency of the Council of the European Union; mobility and exchange (between Ireland, Northern Ireland and the United Kingdom); Thought leader in talent and innovation policy. **Link: Department of Further and Higher Education, Research, Innovation and Science global citizens 2030 ireland’s international talent and innovation strategy.
This article is organized by the members of the International Frontier Research Group on Education (IFRGE), and the project leader is Zhang Yongjun. The content is for reference only, click "Read the original text" in the lower left corner to package** the literature involved. Please indicate the source for part or full text**].