In the twenty-first century, educators around the world are being told that they need to transform education systems to adapt young people for the challenges of a global digital knowledge economy. Too rarely, however, do we ask whether this future vision is robust, achievable or even desirable, whether alternative futures might be in development, and what other possible futures might demand of education. Drawing on ten years of research into educational innovation and socio-technical change, working with educators, researchers, digital industries, students and policy-makers, this book questions taken-for-granted assumptions about the future of education. Arguing that we have been working with too narrow a vision of the future, Keri Facer makes a case for recognizing the challenges that the next two decades may bring, including: the emergence of new relationships between humans and technology the opportunities and challenges of aging populations the development of new forms of knowledge and democracy the challenges of climate warming and environmental disruption the potential for radical economic and social inequalities. This book describes the potential for these developments to impact critical aspects of education – including adult-child relationships, social justice, curriculum design, community relationships and learning ecologies. Packed with examples from around the world and utilising vital research undertaken by the author while Research Director at the UK’s Futurelab, the book helps to bring into focus the risks and opportunities for schools, students and societies over the coming two decades. It makes a powerful case for rethinking the relationship between education and social and technological change, and presents a set of key strategies for creating schools better able to meet the emerging needs of their students and communities. An important contribution to the debates surrounding educational futures, this book is compelling reading for all of those, including educators, researchers, policy-makers and students, who are asking the question 'how can education help us to build desirable futures for everyone in the context of social and technological change?'

We task fewer industries to think about the future than we ask from education. In societies where constant change is the norm, schools today must prepare students to be successful in environments and contexts that may differ greatly from what we experience today. But, are we really thinking about the future? With contributions from four continents, this book reveals a ‘snapshot’ of some of our best thinking for building new education futures. Diverse experiences, visions, and ideas are shared to help spark new thinking among educators and policymakers, provoke conversation, and facilitate new ideas for meeting human development needs in a rapidly transforming world. Edited by John W. Moravec Chapters authored by: Leona Ungerer; Lisa B. Bosman, Julius C. Keller, & Gary R. Bertoline; Audrey Falk & Russell Olwell; Silvia Cecilia Enríquez, Sandra Beatriz Gargiulo, María Jimena Ponz & Erica Elena Scorians; Robert Thorn; Erling N. Dahl, Einar N. Strømmen & Tor G. Syvertsen; John W. Moravec & Kelly E. Killorn; Pekka Ihanainen; Stefania Savva; Gabriela Carreño Murillo; Erik Miletić

One of the central roles of education is to prepare students for the future and yet its study is often a neglected issue. This work focuses on the futures field as an educational resource using case studies from around the world, and on the nature of education for sustainability.

An unusually multifaceted approach to American higher education that views institutions as complex organisms, Academia Next offers a fresh perspective on the emerging colleges and universities of today and tomorrow.

This edited collection invites educational practitioners and theorists to speculate on - and craft visions for - the future of environmental and sustainability education. It explores what educational methods and practices might exist on the horizon, waiting for discovery and implementation. A global array of authors imagines alternative futures for the field and attempts to rethink environmental and sustainability education institutionally, intellectually, and pedagogically. These thought leaders chart how emerging modes of critical speculation might function as a means to remap and redesign the future of environmental and sustainability education today. Previous volumes within this United Nations Decade of Education for Sustainable Development series have responded to the complexity of environmental education in our contemporary moment with concepts such as social learning, intergenerational learning, and transformative leadership for sustainable futures. 'Envisioning Futures for Environmental and Sustainability Education' builds on this earlier work - as well as the work of others. It seeks to foster modes of intellectual engagement with ecological futures in the Anthropocene; to develop resilient, adaptable pedagogies as a hedge against future ecological uncertainties; and to spark discussion concerning how futures thinking can generate theoretical and applied innovations within the field.

Discover the intersections of finance, innovation, and equity in education across the globe. "Funding Futures Education: Finance, Innovation, and Equity" takes you on a comprehensive journey exploring the economic underpinnings of educational policies and their impacts on various global contexts. This book delves deep into how economic theories guide the transfer of educational policies across cultural lines, revealing both the financial barriers and opportunities that shape these endeavors. The narrative starts by examining how educational policies are adapted in diverse cultural settings, focusing on cost-effectiveness and the financial feasibility that influences policy success or failure. As we move through the chapters, the book addresses the pressing issue of the digital divide—analyzing its financial implications and the strategies that can bridge this gap through innovative funding solutions. Further exploration leads to an insightful discussion on the financing of teacher training and professional development, emphasizing economic barriers in developing countries and showcasing cost-effective models that promise sustainability and improved educational outcomes. The connection between education and social mobility is scrutinized through economic lenses, providing a detailed comparative analysis of how educational investments can alter socio-economic dynamics across different regions. The book also tackles gender disparities in STEM education, presenting an economic analysis that looks at the societal norms and financial incentives influencing gender participation in STEM fields. This is complemented by a critical examination of the political economy surrounding educational reforms, where financial strategies are devised to navigate the complexities of political and economic challenges in reform implementation. As the chapters unfold, "Funding Futures Education" ventures into discussions about public and private funding models, the unique challenges faced by small island developing states, and the role of technology in enhancing economic efficiency within educational systems. The book doesn't shy away from the sensitive topics of language policies in education, providing a robust cost-benefit analysis of bilingual programs and the financial impacts of preserving language diversity. Each chapter is meticulously crafted to offer insights into how public-private partnerships can revolutionize STEM education globally and how educational finance ca

Social sciences.