A new education agenda based on The International Science and Evidence Based Education Assessment

The International Science and Evidence Based Education Assessment examined whether current education systems develop each person's full potential (aligned with the UN Declaration of Human Rights) and contribute to Sustainable Development Goal 4. Embracing a multidisciplinary approach, nearly 300 scientists from 45 countries conducted the assessment, calling for a shift in education's focus from economic growth to fostering human flourishing. Key findings included (a) the need for an integrative approach to learning, (b) moving beyond meritocracy and exploring potentiality as a better measure of student learning potential, and (c) using technology judiciously for scalable, equitable, and personalised learning. This paper seeks to highlight themes that were foundational to the assessment but not fully discussed within it. It advocates a global, transdisciplinary research agenda to close evidence gaps and inform policy to consider the complexity of the educational system and the need to think beyond existing conventions.

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Publication Details

Journal
npj Science of Learning
Published
2025-05-10
DOI
https://doi.org/10.1038/s41539-024-00288-w
Citations
3
Primary Topic
Global Educational Policies and Reforms
Type
article
Field-Weighted Citation Impact
25.57
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article

A new education agenda based on The International Science and Evidence Based Education Assessment

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3 citations
npj Science of Learning
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article

A new education agenda based on The International Science and Evidence Based Education Assessment

Tal Gilead, Nandini Chatterjee Singh, Jonathan Kay, Kaja Kinga Jasińska, Grégoire Borst, Anya Chakraborty, Anantha Kumar Duraiappah, Jo Van Herwegen, Stephanie Bugden, Nienke van Atteveldt, Kenneth R. Pugh
article en
3 citations

Abstract

The International Science and Evidence Based Education Assessment examined whether current education systems develop each person's full potential (aligned with the UN Declaration of Human Rights) and contribute to Sustainable Development Goal 4. Embracing a multidisciplinary approach, nearly 300 scientists from 45 countries conducted the assessment, calling for a shift in education's focus from economic growth to fostering human flourishing. Key findings included (a) the need for an integrative approach to learning, (b) moving beyond meritocracy and exploring potentiality as a better measure of student learning potential, and (c) using technology judiciously for scalable, equitable, and personalised learning. This paper seeks to highlight themes that were foundational to the assessment but not fully discussed within it. It advocates a global, transdisciplinary research agenda to close evidence gaps and inform policy to consider the complexity of the educational system and the need to think beyond existing conventions.

npj Science of LearningVol. 10(1)
Centre National de la Recherche Scientifique (FR), Haskins Laboratories (US), University of Toronto (CA), Hebrew University of Jerusalem (IL), Laboratoire de Psychologie du Développement et de L’Education de l’enfant (FR), Mahatma Gandhi Institute (MU), University College London (GB), University of Manitoba (CA), Vrije Universiteit Amsterdam (NL), The University of Winnipeg (CA)
Openalex Percentile: Top 1%
Global Educational Policies and Reforms
25.57
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